From Grammatical Number to Exact Numbers: Early Meanings of 'One', 'Two', and 'Three' in English, Russian, and Japanese
UC Irvine UC Irvine Previously Published Works Title From grammatical number to exact numbers: Early meanings of 'one', 'two', and 'three' in English, Russian, and Japanese Permalink https://escholarship.org/uc/item/9hg912bn Journal Cognitive Psychology, 55 ISSN 0010-0285 Authors Sarnecka, Barbara W. Kamenskaya, Valentina G. Yamana, Yuko et al. Publication Date 2007-09-01 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Manuscript of Sarnecka et al From Grammatical Number 1 Running head: FROM GRAMMATICAL NUMBER TO EXACT NUMBERS From Grammatical Number to Exact Numbers: Early Meanings of ‘One,’ ‘Two,’ and ‘Three’ in English, Russian, and Japanese Barbara W. Sarnecka University of California, Irvine Valentina G. Kamenskaya Herzen State Pedagogical University of Russia Yuko Yamana Kobe Gakuin University, Japan Tamiko Ogura Kobe University, Japan Yulia. B. Yudovina University of Amsterdam, The Netherlands From Grammatical Number 2 Abstract This study examines whether singular/plural marking in a language helps children learn the cardinal meanings of the words ‘one,’ ‘two,’ and ‘three.’ First, CHILDES data in English, Russian (which marks singular/plural), and Japanese (which does not) were compared for frequency, variability, and contexts of number-word use. Then, groups of monolingual children (ages 2-10 to 3-6) in the USA, Russia, and Japan were tested on Counting and Give-N tasks. More English and Russian learners knew the meaning of each word than Japanese learners, regardless of whether singular/plural cues appeared in the task itself (e.g., “Give two apples” vs. “Give two”). Authors conclude that the earliest number-word meanings come from the conceptual framework of grammatical number, rather than of positive integers.
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