کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
918627 | 919501 | 2010 | 8 صفحه PDF | دانلود رایگان |
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.
Journal: Journal of Experimental Child Psychology - Volume 105, Issue 3, March 2010, Pages 264–271