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Differential language effects on numerical skills in second grade

Helga Krinzinger, Jacques Gregoire, Annemie Desoete UGent, Liane Kaufmann, Hans-Christoph Nuerk and Klaus Willmes (2011) JOURNAL OF CROSS-CULTURAL PSYCHOLOGY. 42(4). p.614-629
abstract
Little is known about the causes of cross-cultural specifics of numerical development. The authors examined effects of inversion (a linguistic effect) on three different numerical tasks in 220 second graders from France, Wallonia, Flanders, Germany, and Austria tested for the standardization of the dyscalculia test TEDI-MATH. Results revealed that performance differences between countries are only partly attributable to language effects, but group differences in recognition of unit- and decade-digits and subtraction are more likely due to curricular effects. As expected, language effects due to the inversion principle could be observed in writing Arabic numbers to dictation affecting performance both specifically as well as in a generalized way being present in different error types. These results clearly show that numerical skills do not develop in a unitary fashion and that cross-cultural differences can be due to several factors.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
math curricula, inversion, modularity of mathematical development, numerical skills in children, NUMBER, CHILDREN
journal title
JOURNAL OF CROSS-CULTURAL PSYCHOLOGY
J. Cross-Cult. Psychol.
volume
42
issue
4
pages
614 - 629
Web of Science type
Article
Web of Science id
000290711100007
JCR category
PSYCHOLOGY, SOCIAL
JCR impact factor
1.418 (2011)
JCR rank
24/59 (2011)
JCR quartile
2 (2011)
ISSN
0022-0221
DOI
10.1177/0022022111406252
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
1929381
handle
http://hdl.handle.net/1854/LU-1929381
date created
2011-10-13 14:28:50
date last changed
2011-10-14 15:04:16
@article{1929381,
  abstract     = {Little is known about the causes of cross-cultural specifics of numerical development. The authors examined effects of inversion (a linguistic effect) on three different numerical tasks in 220 second graders from France, Wallonia, Flanders, Germany, and Austria tested for the standardization of the dyscalculia test TEDI-MATH. Results revealed that performance differences between countries are only partly attributable to language effects, but group differences in recognition of unit- and decade-digits and subtraction are more likely due to curricular effects. As expected, language effects due to the inversion principle could be observed in writing Arabic numbers to dictation affecting performance both specifically as well as in a generalized way being present in different error types. These results clearly show that numerical skills do not develop in a unitary fashion and that cross-cultural differences can be due to several factors.},
  author       = {Krinzinger, Helga and Gregoire, Jacques and Desoete, Annemie and Kaufmann, Liane and Nuerk, Hans-Christoph and Willmes, Klaus},
  issn         = {0022-0221},
  journal      = {JOURNAL OF CROSS-CULTURAL PSYCHOLOGY},
  keyword      = {math curricula,inversion,modularity of mathematical development,numerical skills in children,NUMBER,CHILDREN},
  language     = {eng},
  number       = {4},
  pages        = {614--629},
  title        = {Differential language effects on numerical skills in second grade},
  url          = {http://dx.doi.org/10.1177/0022022111406252},
  volume       = {42},
  year         = {2011},
}

Chicago
Krinzinger, Helga, Jacques Gregoire, Annemie Desoete, Liane Kaufmann, Hans-Christoph Nuerk, and Klaus Willmes. 2011. “Differential Language Effects on Numerical Skills in Second Grade.” Journal of Cross-cultural Psychology 42 (4): 614–629.
APA
Krinzinger, H., Gregoire, J., Desoete, A., Kaufmann, L., Nuerk, H.-C., & Willmes, K. (2011). Differential language effects on numerical skills in second grade. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY, 42(4), 614–629.
Vancouver
1.
Krinzinger H, Gregoire J, Desoete A, Kaufmann L, Nuerk H-C, Willmes K. Differential language effects on numerical skills in second grade. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY. 2011;42(4):614–29.
MLA
Krinzinger, Helga, Jacques Gregoire, Annemie Desoete, et al. “Differential Language Effects on Numerical Skills in Second Grade.” JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 42.4 (2011): 614–629. Print.