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Multiple number-naming associations: how the inversion property affects adults’ two-digit number processing

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posted on 2024-04-05, 13:42 authored by Iro Xenidou-DervouIro Xenidou-Dervou, Nienke van Atteveldt, Irina M Surducan, Bert Reynvoet, Serena RossiSerena Rossi, Camilla GilmoreCamilla Gilmore

Some number-naming systems are less transparent than others. For example, in Dutch, 49 is named “negenenveertig,” which translates to “nine and forty,” i.e., the unit is named first, followed by the decade. This is known as the “inversion property,” where the morpho-syntactic representation of the number name is incongruent with its written Arabic form. Number word inversion can hamper children’s developing mathematical skills. But little is known about its effects on adults’ numeracy, the underlying mechanism, and how a person’s bilingual background influences its effects. In the present study, Dutch-English bilingual adults performed an audiovisual matching task, where they heard a number word and simultaneously saw two-digit Arabic symbols and had to determine whether these matched in quantity. We experimentally manipulated the morpho-syntactic structure of the number words to alter their phonological (dis)similarities and numerical congruency with the target Arabic two-digit number. Results showed that morpho-syntactic (in)congruency differentially influenced quantity match and non-match decisions. Although participants were faster when hearing traditional non-transparent Dutch number names, they made more accurate decisions when hearing artificial, but morpho-syntactically transparent number words. This pattern was partly influenced by the participants’ bilingual background, i.e., their L2 proficiency in English, which involves more transparent number names. Our findings suggest that, within inversion number-naming systems, multiple associations are formed between two-digit Arabic symbols and number names, which can influence adults’ numerical cognition.

Funding

BA/Leverhulme Small Research Grant [grant number SG162626]

History

School

  • Science

Department

  • Mathematics Education

Published in

Quarterly Journal of Experimental Psychology

Volume

77

Issue

4

Pages

856-872

Publisher

SAGE Publications

Version

  • VoR (Version of Record)

Rights holder

© Experimental Psychology Society

Publisher statement

This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Acceptance date

2023-05-23

Publication date

2023-05-29

Copyright date

2023

ISSN

1747-0218

eISSN

1747-0226

Language

  • en

Depositor

Dr Iro Xenidou-Dervou. Deposit date: 14 June 2023

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