[en] Number transcoding is the cognitive task of converting between different numerical codes (i.e. visual “42”, verbal “forty-two”). Visual symbolic to verbal transcoding and vice versa strongly relies on language proficiency. We evaluated transcoding of German-French bilinguals from Luxembourg in 5th, 8th, 11th graders and adults. In the Luxembourgish educational system, children acquire mathematics in German (LM1) until the 7th grade, and then the language of learning mathematic switches to French (LM2). French `70s `80s `90s are less transparent than `30s `40s `50s numbers, since they have a base-20 structure, which is not the case in German. Transcoding was evaluated with a reading aloud and a verbal-visual number matching task. Results of both tasks show a cognitive cost for transcoding numbers having a base-20 structure (i.e. `70s, `80s and `90s), such that response times were slower in all age groups. Furthermore, considering only base-10 numbers (i.e. `30s `40s `50s), it appeared that transcoding in LM2 (French) also entailed a cost. While participants across age groups tended to read numbers slower in LM2, this effect was limited to the youngest age group in the matching task. In addition, participants made more errors when reading LM2 numbers. In conclusion, we observed an age-independent language effect with numbers having a base-20 structure in French, reflecting their reduced transparency with respect to the decimal system. Moreover, we find an effect of language of math acquisition such that transcoding is less well mastered in LM2. This effect tended to persist until adulthood in the reading aloud task, while in the matching task performance both languages become similar in older adolescents and young adults. This study supports the link between numbers and language, especially highlighting the impact of language on reading numbers aloud from childhood to adulthood.
Disciplines :
Neurosciences & behavior
Author, co-author :
LACHELIN, Remy ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS)
Van Rinsveld, Amandine; Stanford University > Graduate School of Education
Poncin, Alexandre; Institute of Cognitive Science and Assessment > Behavioural and Cognitive Sciences
SCHILTZ, Christine ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS)
External co-authors :
no
Language :
English
Title :
Number transcoding in bilinguals—A transversal developmental study
Publication date :
29 August 2022
Journal title :
PLoS ONE
eISSN :
1932-6203
Publisher :
Public Library of Science, San Franscisco, United States - California
scite shows how a scientific paper has been cited by providing the context of the citation, a classification describing whether it supports, mentions, or contrasts the cited claim, and a label indicating in which section the citation was made.
Bibliography
Ifrah G, Bellos D. The universal history of numbers: from prehistory to the invention of the computer. New York: Wiley; 2000.
Chrisomalis S. Numerical Notation: A Comparative History. Cambridge University Press; 2010.
Salillas E, Martínez A. Linguistic Traces in Core Numerical Knowledge: An Approach From Bilingualism. Language and Culture in Mathematical Cognition. Elsevier; 2018. pp. 173–196. https://doi.org/10.1016/B978-0-12-812574-8.00008–0
Grosjean F. Bilingual: Life and reality. Cambridge, MA, US: Harvard University Press; 2010.
Wicha NY, Dickson DS, Martinez-Lincoln A. Arithmetic in the Bilingual Brain. Language and Culture in Mathematical Cognition. Elsevier; 2018. pp. 145–172. https://doi.org/10.1016/B978-0-12-812574-8. 00007–9
Barrouillet P, Camos V, Perruchet P, Seron X. ADAPT: A Developmental, Asemantic, and Procedural Model for Transcoding From Verbal to Arabic Numerals. Psychological Review. 2004; 111: 368–394. https://doi.org/10.1037/0033-295X.111.2.368 PMID: 15065914
McCloskey M. Cognitive mechanisms in numerical processing: Evidence from acquired dyscalculia. Cognition. 1992; 44: 107–157. https://doi.org/10.1016/0010-0277(92)90052-j PMID: 1511584
McCloskey M, Caramazza A, Basili A. Cognitive mechanisms in number processing and calculation: Evidence from dyscalculia. Brain and Cognition. 1985; 4: 171–196. https://doi.org/10.1016/0278-2626 (85)90069-7 PMID: 2409994
Power RJD, Dal Martello MF. The dictation of Italian numerals. Language and Cognitive Processes. 1990; 5: 237–254. https://doi.org/10.1080/01690969008402106
Deloche G, Seron X. From three to 3: A differential analysis of skills in transcoding quantities between patients with Broca’s and Wernicke’s aphasia. Brain. 1982; 105: 719–733. https://doi.org/10.1093/brain/105.4.719 PMID: 7139252
Dehaene S. Varieties of numerical abilities. Cognition. 1992; 44: 1–42. https://doi.org/10.1016/0010-0277(92)90049-n PMID: 1511583
Dotan D, Friedmann N. A cognitive model for multidigit number reading: Inferences from individuals with selective impairments. Cortex. 2018; 101: 249–281. https://doi.org/10.1016/j.cortex.2017.10.025 PMID: 29331204
Weber-Fox CM, Neville HJ. Maturational Constraints on Functional Specializations for Language Processing: ERP and Behavioral Evidence in Bilingual Speakers. Journal of Cognitive Neuroscience. 1996; 8: 231–256. https://doi.org/10.1162/jocn.1996.8.3.231 PMID: 23968150
de Groot AMB. Language and cognition in bilinguals and multilinguals: an introduction. New York, NY; Hove: Psychology Press; 2011.
Fiebach CJ, Friederici AD, Müller K, von Cramon DY, Hernandez AE. Distinct brain representations for early and late learned words. NeuroImage. 2003; 19: 1627–1637. https://doi.org/10.1016/s1053-8119 (03)00227-1 PMID: 12948717
Grosjean F. The Bilingual’s Language Modes. Malden: Blackwell Publishing; 2001.
Steiner AF, Banfi C, Finke S, Kemény F, Clayton FJ, Göbel SM, et al. Twenty-four or four-and-twenty: Language modulates cross-modal matching for multidigit numbers in children and adults. Journal of Experimental Child Psychology. 2021; 202: 104970. https://doi.org/10.1016/j.jecp.2020.104970 PMID: 33096369
Clayton FJ, Copper C, Steiner AF, Banfi C, Finke S, Landerl K, et al. Two-digit number writing and arithmetic in Year 1 children: Does number word inversion matter? Cognitive Development. 2020; 56: 100967. https://doi.org/10.1016/j.cogdev.2020.100967
van der Ven SHG, Klaiber JD, van der Maas HLJ. Four and twenty blackbirds: how transcoding ability mediates the relationship between visuospatial working memory and math in a language with inversion. Educational Psychology. 2017; 37: 487–505. https://doi.org/10.1080/01443410.2016.1150421
Dowker A, Nuerk H-C. Editorial: Linguistic Influences on Mathematics. Front Psychol. 2016; 7. https://doi.org/10.3389/fpsyg.2016.01035 PMID: 27462286
Miura IT, Kim CC, Chang C-M, Okamoto Y. Effects of Language Characteristics on Children’s Cognitive Representation of Number: Cross-National Comparisons. Child Development. 1988; 59: 1445. https://doi.org/10.2307/1130659
Miller KF, Smith CM, Zhu J, Zhang H. Preschool Origins of Cross-National Differences in Mathematical Competence: The Role of Number-Naming Systems. Psychological Science. 1995; 6: 56–60.
Miller KF, Stigler JW. Counting in Chinese: Cultural variation in a basic cognitive skill. Cognitive Development. 1987; 2: 279–305. https://doi.org/10.1016/S0885-2014(87)90091-8
Lê M-LT, Noël M-P. Transparent number-naming system gives only limited advantage for preschooler’s numerical development: Comparisons of Vietnamese and French-speaking children. PLOS ONE. 2020; 15: e0243472. https://doi.org/10.1371/journal.pone.0243472 PMID: 33284824
Geary DC, Bow-Thomas CC, Liu F, Siegler RS. Development of Arithmetical Competencies in Chinese and American Children: Influence of Age, Language, and Schooling. Child Development. 1996; 67: 2022–2044. https://doi.org/10.1111/j.1467-8624.1996.tb01841.x PMID: 9022227
McClung NA, Arya DJ. Individual Differences in Fourth-Grade Math Achievement in Chinese and English. Front Educ. 2018; 3: 29. https://doi.org/10.3389/feduc.2018.00029
Rodic M, Zhou X, Tikhomirova T, Wei W, Malykh S, Ismatulina V, et al. Cross-cultural investigation into cognitive underpinnings of individual differences in early arithmetic. Developmental Science. 2015; 18: 165–174. https://doi.org/10.1111/desc.12204 PMID: 24976482
Bahnmueller J, Nuerk H-C, Moeller K. A Taxonomy Proposal for Types of Interactions of Language and Place-Value Processing in Multi-Digit Numbers. Front Psychol. 2018; 9. https://doi.org/10.3389/fpsyg.2018.01024 PMID: 29988596
Zuber J, Pixner S, Moeller K, Nuerk H-C. On the language specificity of basic number processing: Transcoding in a language with inversion and its relation to working memory capacity. Journal of Experimental Child Psychology. 2009; 102: 60–77. https://doi.org/10.1016/j.jecp.2008.04.003 PMID: 18499120
Imbo I, Vanden Bulcke C, De Brauwer J, Fias W. Sixty-four or four-and-sixty? The influence of language and working memory on children’s number transcoding. Front Psychol. 2014; 5. https://doi.org/10.3389/fpsyg.2014.00313 PMID: 24782811
Pixner S, Zuber J, Heřmanová V, Kaufmann L, Nuerk H-C, Moeller K. One language, two number-word systems and many problems: Numerical cognition in the Czech language. Research in Developmental Disabilities. 2011; 32: 2683–2689. https://doi.org/10.1016/j.ridd.2011.06.004 PMID: 21763104
Moeller K, Zuber J, Olsen N, Nuerk H-C, Willmes K. Intransparent German number words complicate transcoding–a translingual comparison with Japanese. Front Psychol. 2015; 6. https://doi.org/10.3389/fpsyg.2015.00740 PMID: 26113827
Poncin A, Van Rinsveld A, Schiltz C. Units-first or tens-first: Does language matter when processing visually presented two-digit numbers? Quarterly Journal of Experimental Psychology. 2019; 73: 726–738. https://doi.org/10.1177/1747021819892165 PMID: 31747829
Bahnmueller J, Moeller K, Mann A, Nuerk H-C. On the limits of language influences on numerical cognition–no inversion effects in three-digit number magnitude processing in adults. Front Psychol. 2015; 6. https://doi.org/10.3389/fpsyg.2015.01216 PMID: 26322010
Nuerk H, Weger U, Willmes K. Language effects in magnitude comparison: Small, but not irrelevant. Brain and Language. 2005; 92: 262–277. https://doi.org/10.1016/j.bandl.2004.06.107 PMID: 15721959
Nuerk H-C, Weger U, Willmes K. On the Perceptual Generality of the Unit-Decade Compatibility Effect. Experimental Psychology. 2004; 51: 72–79. https://doi.org/10.1027/1618-3169.51.1.72 PMID: 14959508
Xenidou-Dervou I, Gilmore C, van der Schoot M, van Lieshout ECDM. The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers matters. Front Psychol. 2015; 6. https://doi.org/10.3389/fpsyg.2015.00487 PMID: 25972822
Göbel SM, Moeller K, Pixner S, Kaufmann L, Nuerk H-C. Language affects symbolic arithmetic in children: The case of number word inversion. Journal of Experimental Child Psychology. 2014; 119: 17–25. https://doi.org/10.1016/j.jecp.2013.10.001 PMID: 24269580
Lonnemann J, Yan S. Does number word inversion affect arithmetic processes in adults? Trends in Neuroscience and Education. 2015; 4: 1–5. https://doi.org/10.1016/j.tine.2015.01.002
Haspelmath M, Dryer MS, Gil D, Comrie B. The World Atlas of Language Structures. Oxford Univ. Press; 2005.
Seron X, Fayol M. Number transcoding in children: A functional analysis. British Journal of Developmental Psychology. 1994; 12: 281–300. https://doi.org/10.1111/j.2044-835X.1994.tb00635.x
Van Rinsveld A, Schiltz C. Sixty-twelve = Seventy-two? A cross-linguistic comparison of children’s number transcoding. Br J Dev Psychol. 2016; 34: 461–468. https://doi.org/10.1111/bjdp.12151 PMID: 27385154
Colomé àngels, Laka I, Sebastián-Gallés N. Language effects in addition: How you say it counts. Quarterly Journal of Experimental Psychology. 2010; 63: 965–983. https://doi.org/10.1080/ 17470210903134377 PMID: 19742389
Salillas E, Carreiras M. Core number representations are shaped by language. Cortex. 2014; 52: 1–11. https://doi.org/10.1016/j.cortex.2013.12.009 PMID: 24607264
Krinzinger H, Gregoire J, Desoete A, Kaufmann L, Nuerk H-C, Willmes K. Differential Language Effects on Numerical Skills in Second Grade. Journal of Cross-Cultural Psychology. 2011; 42: 614–629. https://doi.org/10.1177/0022022111406252
Dewaele J-M. Multilinguals’ language choice for mental calculation. Intercultural Pragmatics. 2007; 4. https://doi.org/10.1515/IP.2007.017
Marsh LG, Maki RH. Efficiency of arithmetic operations in bilinguals as a function of language. Memory & Cognition. 1976; 4: 459–464. https://doi.org/10.3758/BF03213203 PMID: 21287388
Van Rinsveld A, Schiltz C, Brunner M, Landerl K, Ugen S. Solving arithmetic problems in first and second language: Does the language context matter? Learning and Instruction. 2016; 42: 72–82. https://doi.org/10.1016/j.learninstruc.2016.01.003
McClain L, Huang JYS. Speed of simple arithmetic in bilinguals. Mem Cogn. 1982; 10: 591–596. https://doi.org/10.3758/BF03202441
Frenck-Mestre C, Vaid J. Activation of number facts in bilinguals. Mem Cogn. 1993; 21: 809–818. https://doi.org/10.3758/bf03202748 PMID: 8289658
Spelke ES, Tsivkin S. Initial knowledge and conceptual change: space and number. In: Bowerman M, Levinson S, editors. Language Acquisition and Conceptual Development. Cambridge: Cambridge University Press; 2001. pp. 70–98. https://doi.org/10.1017/CBO9780511620669.005
Spelke ES, Tsivkin S. Language and number: a bilingual training study. Cognition. 2001; 78: 45–88. https://doi.org/10.1016/s0010-0277(00)00108-6 PMID: 11062322
Saalbach H, Eckstein D, Andri N, Hobi R, Grabner RH. When language of instruction and language of application differ: Cognitive costs of bilingual mathematics learning. Learning and Instruction. 2013; 26: 36–44. https://doi.org/10.1016/j.learninstruc.2013.01.002
Volmer E, Grabner RH, Saalbach H. Language switching costs in bilingual mathematics learning: Transfer effects and individual differences. Z Erziehungswiss. 2018; 21: 71–96. https://doi.org/10.1007/ s11618-017-0795-6
Bernardo ABI. Asymmetric activation of number codes in bilinguals: Further evidence for the encoding complex model of number processing. Memory & Cognition. 2001; 29: 968–976. https://doi.org/10.3758/bf03195759 PMID: 11820756
Van Rinsveld A, Brunner M, Landerl K, Schiltz C, Ugen S. The relation between language and arithmetic in bilinguals: insights from different stages of language acquisition. Front Psychol. 2015; 6. https://doi.org/10.3389/fpsyg.2015.00265 PMID: 25821442
Garcia O, Faghihi N, Raola AR, Vaid J. Factors influencing bilinguals’ speed and accuracy of number judgments across languages: A meta-analytic review. Journal of Memory and Language. 2021; 118: 104211. https://doi.org/10.1016/j.jml.2020.104211
Salillas E, Wicha NYY. Early Learning Shapes the Memory Networks for Arithmetic: Evidence From Brain Potentials in Bilinguals. Psychol Sci. 2012; 23: 745–755. https://doi.org/10.1177/ 0956797612446347 PMID: 22707225
Van Rinsveld A, Dricot L, Guillaume M, Rossion B, Schiltz C. Mental arithmetic in the bilingual brain: Language matters. Neuropsychologia. 2017; 101: 17–29. https://doi.org/10.1016/j.neuropsychologia.2017.05.009 PMID: 28495598
Cerda VR, Grenier AE, Wicha NYY. Bilingual children access multiplication facts from semantic memory equivalently across languages: Evidence from the N400. Brain and Language. 2019; 198: 12. https://doi.org/10.1016/j.bandl.2019.104679 PMID: 31445417
Dehaene S, Spelke E, Pinel P, Stanescu R, Tsivkin S. Sources of Mathematical Thinking: Behavioral and Brain-Imaging Evidence. Science. 1999; 284: 970–974. https://doi.org/10.1126/science.284.5416. 970 PMID: 10320379
Colomé À. Lexical Activation in Bilinguals’ Speech Production: Language-Specific or Language-Independent? Journal of Memory and Language. 2001; 45: 721–736. https://doi.org/10.1006/jmla.2001. 2793
Van Assche E, Duyck W, Hartsuiker RJ. Bilingual Word Recognition in a Sentence Context. Front Psychol. 2012; 3. https://doi.org/10.3389/fpsyg.2012.00174 PMID: 22675314
Perani D, Abutalebi J. The neural basis of first and second language processing. Current Opinion in Neurobiology. 2005; 15: 202–206. https://doi.org/10.1016/j.conb.2005.03.007 PMID: 15831403
van Heuven WJB, Dijkstra T, Grainger J. Orthographic Neighborhood Effects in Bilingual Word Recognition. Journal of Memory and Language. 1998; 39: 458–483. https://doi.org/10.1006/jmla.1998.2584
Languages in Luxembourg schools. 2021 [cited 10 May 2021]. Available: http://men.public.lu/en/themes-transversaux/langues-ecole-luxembourgeoise.html
Van Rinsveld A, Schiltz C, Landerl K, Brunner M, Ugen S. Speaking two languages with different number naming systems: What implications for magnitude judgments in bilinguals at different stages of language acquisition? Cogn Process. 2016; 17: 225–241. https://doi.org/10.1007/s10339-016-0762-9 PMID: 27020298
Vander Beken H, Brysbaert M. Studying texts in a second language: The importance of test type. Bilingualism. 2018; 21: 1062–1074. https://doi.org/10.1017/S1366728917000189
Cohen J, Mac Whinney B, Flatt M, Provost J. PsyScope: An interactive graphic system for designing and controlling experiments in the psychology laboratory using Macintosh computers. Behavior Research Methods, instruments, and Computers. 1993; 25: 257–271.
Ellis NC, Hennelly RA. A bilingual word-length effect: Implications for intelligence testing and the relative ease of mental calculation in Welsh and English. British Journal of Psychology. 1980; 71: 43–51. https://doi.org/10.1111/j.2044-8295.1980.tb02728.x
R Core Team. R: A language and environment for statistical computing. Vienna, Austria; 2013. Available: http://www.R-project.org/
Singmann H, Bolker B, Westfall J, Aust F, Ben-Shachar MS. afex: Analysis of factorial experiments. 2020. Available: https://CRAN.R-project.org/package=afex
Wickham H. Ggplot2: elegant graphics for data analysis. Springer-Verlag New York; 2016. Available: https://ggplot2.tidyverse.org
Bates D, Mächler M, Bolker B, Walker S. Fitting Linear Mixed-Effects Models Using lme4. Journal of Statistical Software. 2015; 67: 1–48. https://doi.org/10.18637/jss.v067.i01
Barr DJ. Random effects structure for testing interactions in linear mixed-effects models. Front Psychol. 2013; 4. https://doi.org/10.3389/fpsyg.2013.00328 PMID: 23761778
Singmann H. Mixed Model Reanalysis of RT data. 2021. Available: https://cran.r-project.org/web/packages/afex/vignettes/afex_mixed_example.html
Brysbaert M. Arabic number reading: On the nature of the numerical scale and the origin of phonological recoding. Journal of Experimental Psychology: General. 1995; 124: 434–452. https://doi.org/10.1037/0096-3445.124.4.434
Meeuwissen M, Roelofs A, Levelt WJM. Planning levels in naming and reading complex numerals. Memory & Cognition. 2003; 31: 1238–1248. https://doi.org/10.3758/bf03195807 PMID: 15058685
Campbell J. Mechanisms of Simple Addition and Multiplication: A Modified Network-interference Theory and Simulation. Mathematical Cognition. 1995; 1: 121–164.
De Visscher A, Noël M-P. The detrimental effect of interference in multiplication facts storing: Typical development and individual differences. Journal of Experimental Psychology: General. 2014; 143: 2380–2400. https://doi.org/10.1037/xge0000029 PMID: 25347536
Baddeley A. Working memory and language: an overview. Journal of Communication Disorders. 2003; 36: 189–208. https://doi.org/10.1016/s0021-9924(03)00019-4 PMID: 12742667
Camos V. Low working memory capacity impedes both efficiency and learning of number transcoding in children. Journal of Experimental Child Psychology. 2008; 99: 37–57. https://doi.org/10.1016/j.jecp.2007.06.006 PMID: 17854821
Dijkstra T, van Heuven WJB. The architecture of the bilingual word recognition system: From identification to decision. Bilingualism. 2002; 5: 175–197. https://doi.org/10.1017/S1366728902003012
Gathercole SE, Baddeley AD. Phonological working memory: A critical building block for reading development and vocabulary acquisition? Eur J Psychol Educ. 1993; 8: 259. https://doi.org/10.1007/ BF03174081
Friso-van den Bos I, van der Ven SHG, Kroesbergen EH, van Luit JEH. Working memory and mathematics in primary school children: A meta-analysis. Educational Research Review. 2013; 10: 29–44. https://doi.org/10.1016/j.edurev.2013.05.003
Salillas E, Barraza P, Carreiras M. Oscillatory Brain Activity Reveals Linguistic Prints in the Quantity Code. PLOS ONE. 2015; 10: e0121434. https://doi.org/10.1371/journal.pone.0121434 PMID: 25875210
Reynvoet B, Brysbaert M, Fias W. Semantic priming in number naming. The Quarterly Journal of Experimental Psychology Section A. 2002; 55: 1127–1139. https://doi.org/10.1080/02724980244000116 PMID: 12420988