Tapping into the interplay of lexical and number knowledge using fast mapping: A longitudinal eye-tracking study with two-year-olds |
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| Affiliation: | 1. Department of Primary Education, University of Potsdam, Germany;2. Department of Linguistics, University of Potsdam, Germany;3. Department of Inclusive Education, University of Potsdam, Germany;4. Department of Education and Psychology, Free University of Berlin, Germany;1. Max Planck Research Group Naturalistic Social Cognition, Max Planck Institute for Human Development, Lentzeallee 94, 14195, Berlin, Germany;2. Laboratory of Developmental Neuroscience, Università Campus Bio-Medico, Via Alvaro de Portillo 5, 00128, Rome, Italy;1. School of Psychology, The University of Auckland, New Zealand;2. Auckland Bioengineering Institute, The University of Auckland, New Zealand;1. Division of Developmental Neuroscience, United Graduate School of Child Development, Osaka University, Osaka, Japan;2. Department of Medical Innovation, Osaka University Hospital, Osaka, Japan;3. Department of Medical Physics and Engineering, Osaka University Graduate School of Medicine, Osaka, Japan;4. Department of Children and Women’s Health, Osaka University Graduate School of Medicine, Osaka, Japan;1. Crane Center for Early Childhood Research and Policy, The Ohio State University, United States;2. College of Nursing, University of Cincinnati, United States;3. College of Public Health, The Ohio State University, United States |
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| Abstract: | Language skills and mathematical competencies are argued to influence each other during development. While a relation between the development of vocabulary size and mathematical skills is already documented in the literature, this study further examines how children’s ability to map a novel word to an unknown object as well as their ability to retain this word from memory may be related to their knowledge of number words. Twenty-five children were tested longitudinally (at 30 and at 36 months of age) using an eye-tracking-based fast mapping task, the Give-a-Number task, and standardized measures of vocabulary. The results reveal that children’s ability to create and retain a mental representation of a novel word was related to number knowledge at 30 months, but not at 36 months while vocabulary size correlated with number knowledge only at 36 months. These results show that even specific mapping processes are initially related to the acquisition of number words and they speak for a parallelism between the development of lexical and number-concept knowledge despite their semantic and syntactic differences. |
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| Keywords: | Number words Number knowledge Cognitive development Fast mapping Word learning Cross-domain development |
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