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Language Experience Matters for the Emergence of Early Numerical Concepts

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Title: Language Experience Matters for the Emergence of Early Numerical Concepts
Language: English
Authors: Stacee Santos (ORCID 0000-0002-6227-1709), Hiram Brownell, Marie Coppola (ORCID 0000-0002-8319-2284), Anna Shusterman, Sara Cordes
Source: npj Science of Learning. 2023 8.
Availability: Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1941002
1553589
0845966
1420966
2010547
Document Type: Journal Articles
Reports - Research
Descriptors: Numeracy, Number Concepts, Linguistic Input, Deafness, Hearing Impairments, Preschool Children, Mathematics Skills, Vocabulary, Assistive Technology, Language Role
DOI: 10.1038/s41539-023-00202-w
ISSN: 2056-7936
Abstract: Research has shown a link between the acquisition of numerical concepts and language, but exactly how linguistic input matters for numerical development remains unclear. Here, we examine both symbolic (number word knowledge) and non-symbolic (numerical discrimination) numerical abilities in a population in which access to language is limited early in development--oral deaf and hard of hearing (DHH) preschoolers born to hearing parents who do not know a sign language. The oral DHH children demonstrated lower numerical discrimination skills, verbal number knowledge, conceptual understanding of the word "more", and vocabulary relative to their hearing peers. Importantly, however, analyses revealed that group differences in the numerical tasks, but not vocabulary, disappeared when differences in the amount of time children had had auditory access to spoken language input via hearing technology were taken into account. Results offer insights regarding the role language plays in emerging number concepts.
Abstractor: As Provided
Notes: https://osf.io/e9vqn/?view_only=f962497e00e34447a35d2992d6d97c7b
Entry Date: 2024
Accession Number: EJ1432110
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Stacee+Santos%22">Stacee Santos</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6227-1709">0000-0002-6227-1709</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hiram+Brownell%22">Hiram Brownell</searchLink><br /><searchLink fieldCode="AR" term="%22Marie+Coppola%22">Marie Coppola</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8319-2284">0000-0002-8319-2284</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+Shusterman%22">Anna Shusterman</searchLink><br /><searchLink fieldCode="AR" term="%22Sara+Cordes%22">Sara Cordes</searchLink>
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  Data: Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/
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  Data: Research has shown a link between the acquisition of numerical concepts and language, but exactly how linguistic input matters for numerical development remains unclear. Here, we examine both symbolic (number word knowledge) and non-symbolic (numerical discrimination) numerical abilities in a population in which access to language is limited early in development--oral deaf and hard of hearing (DHH) preschoolers born to hearing parents who do not know a sign language. The oral DHH children demonstrated lower numerical discrimination skills, verbal number knowledge, conceptual understanding of the word "more", and vocabulary relative to their hearing peers. Importantly, however, analyses revealed that group differences in the numerical tasks, but not vocabulary, disappeared when differences in the amount of time children had had auditory access to spoken language input via hearing technology were taken into account. Results offer insights regarding the role language plays in emerging number concepts.
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