Ghent University Academic Bibliography

@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.