Evidence for knowledge of the syntax of large numbers in preschoolers

Journal of Experimental Child Psychology
Pierre BarrouilletMichel Fayol

Abstract

The aim of this study was to provide evidence for knowledge of the syntax governing the verbal form of large numbers in preschoolers long before they are able to count up to these numbers. We reasoned that if such knowledge exists, it should facilitate the maintenance in short-term memory of lists of lexical primitives that constitute a number (e.g., three hundred forty five) compared with lists containing the same primitives but in a scrambled order (e.g., five three forty hundred). The two types of lists were given to 5-year-olds in an immediate serial recall task. As we predicted, the lists in syntactic order were easier to recall, suggesting that they match some knowledge of the way lexical primitives must be ordered to express large numerosities.

References

Jul 9, 1998·Journal of Experimental Child Psychology·T MeulemansP Perruchet
Apr 18, 2006·Trends in Cognitive Sciences·Pierre Perruchet, Sebastien Pacton

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Citations

Sep 6, 2013·Child Development·Lisa ByrgeKelly S Mix
Dec 10, 2014·Archives of Clinical Neuropsychology : the Official Journal of the National Academy of Neuropsychologists·Ricardo MouraVitor Geraldi Haase
Jan 5, 2020·Psychonomic Bulletin & Review·Amandine Van RinsveldMichel Fayol

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