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Conceptual representation of lexical and grammatical number: Evidence from SNARC and size congruity effect in the processing of Polish nouns ...
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The syntax of plural marking: The view from bare nouns in Wolof ...
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The syntax of plural marking: The view from bare nouns in Wolof ...
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Système nominal et acte de nommer dans des langues couchitiques parlées dans la Corne de l'Afrique
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In: Journée d’études sur les langues sémitiques et couchitiques parlées dans la Corne de l'Afrique ; https://hal.archives-ouvertes.fr/hal-03480249 ; Marie-Claude Simeone-Senelle; Fatouma Mahamoud Hadji Ali; Mohamed Hassan Kamil. Journée d’études sur les langues sémitiques et couchitiques parlées dans la Corne de l'Afrique, Dec 2018, Djibouti, Djibouti. 1, 2021, Diversité des langues, 978-2-490768-04-2 ; https://lacito-publications.cnrs.fr (2021)
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| 65 |
Cross-linguistic acquisition of gender and number morphology: a study of intermediate L2 French and L2 Spanish
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In: Thinking Matters Symposium (2021)
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| 66 |
Enseñanza-aprendizaje y Lengua de Signos Española (LSE): el concepto “número primo” ; The teaching-learning process and the Spanish Sign Language (LSE): “prime number” concept
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| 67 |
Conceitos fundamentais da matemática
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In: Obutchénie. Revista de Didática e Psicologia Pedagógica ; 2021: v.5, n.2 (mai./ago. 2021) ; 549-565 ; 2526-7647 (2021)
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| 68 |
Variables Associated with Self-reported Language Impairment in Multiple Sclerosis: A Regression Analysis
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In: Int J MS Care (2021)
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| 69 |
The history of number words in the world's languages-what have we learnt so far?
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| 70 |
Order processing of number symbols is influenced by direction, but not format
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In: Brain and Mind Institute Researchers' Publications (2021)
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Characterizing exact arithmetic abilities before formal schooling
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Abstract:
This thesis explores the exact arithmetic abilities of children before formal schooling. Recent studies suggest that children have core arithmetic abilities even before learning formal arithmetic concepts, including approximately estimating arithmetic results. However, few studies have been undertaken to systematically investigate preschoolers’ ability to add or subtract exact, discrete quantities and how it is affected by the conceptual resources (i.e., acquired and core number abilities) available to them. To systematically test the exact arithmetic performance and its related factors before formal schooling, a preliminary study (Study 1) was conducted with preschoolers (N = 207; aged 3- 4.5 years); tested in the United States). Based on the findings of Study 1, a preregistered replication study (Study 2) was conducted to analyze a new sample of preschoolers (N = 136; aged 3-6 years, tested in Italy). All the participants in the two studies were administered an exact subtraction task, assessments of number knowledge (cardinal number knowledge, visual number recognition, and count list knowledge), a core number ability of the approximate number system (ANS) acuity task, and a linguistic ability test. In the exact subtraction task, participants were asked to choose a possible answer (0, 1, or 2) of an exact subtraction problem (e.g., 3 - 1) presented as non-symbolic (dot) arrays. In both studies, children showed above chance level performance on overall arithmetic problems with a size signature (better accuracy on smaller minuend (i.e., 1-3) problems than larger minuend (i.e., 4-6) problems). These findings indicate that preschool children can perform exact subtraction based on foundational, core numerical abilities with limits, as the size signature has shown poorer performance for larger (vs. smaller) arithmetic problems. Moreover, cardinal number knowledge predicted the exact subtraction performance when the answer size was 0 (i.e., subtractive negation problems) in both studies. Cardinality principle knowers (CP-knowers: the children who know the cardinal principle of counting that the last number word in the counting process stands for the number of items) showed above chance level performance of subtractive negation. However, subset knowers (SS-knowers) who do not know such a principle exhibited below chance level performance. These findings suggest that CP knowledge may be a prerequisite for successful performance on exact subtraction problems when the answer is 0. Concerning developmental changes, ANS acuity did not predict the exact subtraction performance in Study 1 but uniquely predicted exact subtraction problems in Study 2. Interestingly, this unique predicting effect of ANS acuity was only shown in children in Study 2 older than those in Study 1 and who were also CP-knowers. Moreover, the older group of children in Study 2 displayed more behavioral signatures using the ANS representation to perform exact arithmetic problems involving larger numbers. These findings indicate that the ANS becomes more involved in understanding exact arithmetic contexts as children become more experienced and acquire more symbolic number knowledge. Overall, the findings elucidate the characteristics of core arithmetic abilities and how such abilities interact with the core and acquired numerical abilities.
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Keyword:
Cardinality; Cognitive Development; Counting; Exact Arithmetic; Mathematical Cognition; Nonsymbolic Arithmetic; Preschoolers; Subtractive Negation; Symbolic Number Knowledge; Verbal Number Recognition
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URL: http://hdl.handle.net/2142/113908
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| 73 |
Children's Understanding of Compositionality of Complex Numerals
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In: Masters Theses (2021)
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| 74 |
SONG AND MOTION AS METHOD IN INTRODUCING VOCABULARY IN ENGLISH (NUMBER AND COLOUR) AT EARLY CHILDHOOD
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In: Journal of Applied Linguistics and Literature, Vol 6, Iss 1, Pp 1-10 (2021) (2021)
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| 75 |
Fuzzy approach for group decision-making in crisis situations
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Les mathématiques seraient un langage comme les autres qui déterminerait les savoirs par leur ontologie cachée Etude 1 : l’indétermination d’Heisenberg
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In: Argumentum: Journal of the Seminar of Discursive Logic, Argumentation Theory and Rhetoric, Vol 19, Iss 2, Pp 104-130 (2021) (2021)
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| 77 |
When one-two-three beats two-one-three: Tracking the acquisition of the verbal number sequence
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In: ISSN: 1069-9384 ; Psychonomic Bulletin and Review ; https://hal.archives-ouvertes.fr/hal-02978629 ; Psychonomic Bulletin and Review, Psychonomic Society, 2020, 27 (1), pp.122-129. ⟨10.3758/s13423-019-01704-8⟩ (2020)
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| 78 |
Apodictic discourse in ancient and modern Mathematics ; Le discours apodictique dans les mathématiques anciennes et modernes
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In: International Workshop “Srinivasa Ramanujan: The Man Beyond Infinity” ; https://hal.archives-ouvertes.fr/hal-03088818 ; International Workshop “Srinivasa Ramanujan: The Man Beyond Infinity”, Dec 2020, Dharamshala, India (2020)
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| 79 |
Theoretical, empirical and computational approaches to agreement with coordination structures ; Les approches théoriques, empiriques et computationnelles pour l’accord avec les structures coordonnées
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In: https://tel.archives-ouvertes.fr/tel-03256559 ; Linguistics. Université de Paris, 2020. English. ⟨NNT : 2020UNIP7115⟩ (2020)
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The role of oxides in the shallow vesiculation of ascending magmas
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In: ISSN: 0377-0273 ; Journal of Volcanology and Geothermal Research ; https://hal-insu.archives-ouvertes.fr/insu-02955552 ; Journal of Volcanology and Geothermal Research, Elsevier, 2020, 406, pp.107072. ⟨10.1016/j.jvolgeores.2020.107072⟩ (2020)
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