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Title:Beyond Knower Levels: Early partial knowledge of number words
Authors:Wagner, Katie (Author)
Marušič, Franc (Author)
Plesničar, Vesna (Author)
Razboršek, Tina (Author)
Sullivan, Jessica (Author)
Žaucer, Rok (Author)
Barner, David (Author)
Files:This document has no files. This document may have a phisical copy in the library of the organization, check the status via COBISS. Link is opened in a new window
Language:English
Work type:Not categorized (r6)
Tipology:1.12 - Published Scientific Conference Contribution Abstract
Organization:UNG - University of Nova Gorica
Abstract:Although both syntax and number words can indicate quantity, only numbers can specify large exact quantities. Do children use syntax to bootstrap preliminary meanings of number words before mastering precise meanings? We compared errors across languages on a Give-a-Number task in non-knowers (who have adult meanings for no number words) and subset knowers (who have adult meanings for fewer than five number words). Participants included learners of English, Spanish, French, and two dialects of Slovenian. One dialect, Central Slovenian, has rich number morphology including singular, dual, small plural, and large plural (for 5+). In all languages, subset knowers and some non-knowers demonstrated better than random responding for at least 2 number words beyond the largest number word they comprehended precisely. Additionally, Central Slovenian-learning non- and 1- knowers responded more accurately to requests for higher numbers than their counterparts in other languages, suggesting that rich plural marking may bootstrap number word meanings.
Keywords:knower level, grammatical number, acquisition of number words, bootstrapping
Year of publishing:2015
Year of performance:2015
Place of performance:Columbus, Ohio, ZDA
COBISS_ID:4169211 Link is opened in a new window
URN:URN:SI:UNG:REP:EKQGFGDG
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Record is a part of a monograph

Title:CDS 2015
COBISS.SI-ID:4168955 New window
Year of publishing:2015

Document is financed by a project

Funder:ARRS - Agencija za raziskovalno dejavnost Republike Slovenije (ARRS)
Funding Programme:Raziskovalni projekti - temeljni
Project no.:J7-5569
Name:Medsebojna povezanost usvajanja dvojine in usvajanja števil kot pokazatelj (ne)povezanosti jezika in mišljenja
Acronym:
Project ID:info:eu-repo/grantAgreement/ARRS/Raziskovalni%20projekti%20-%20temeljni/J7-5569

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