Children's learning of number words in an indigenous farming-foraging group
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Gibson_Children's learning.pdf
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113.66 KB
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Author(s)
Piantadosi, Steven Thomas
Jara-Ettinger, Julian
Gibson, Edward A.
Date Issued
April 2014
Journal
Developmental Science
Publisher
John Wiley & Sons, Inc
Citation
Piantadosi, Steven T., Julian Jara-Ettinger, and Edward Gibson. “Children’s Learning of Number Words in an Indigenous Farming-Foraging Group.” Dev Sci (April 2014): pp. 1-11.
Version
Author's final manuscript
Abstract
We show that children in the Tsimane', a farming-foraging group in the Bolivian rain-forest, learn number words along a similar developmental trajectory to children from industrialized countries. Tsimane' children successively acquire the first three or four number words before fully learning how counting works. However, their learning is substantially delayed relative to children from the United States, Russia, and Japan. The presence of a similar developmental trajectory likely indicates that the incremental stages of numerical knowledge – but not their timing — reflect a fundamental property of number concept acquisition which is relatively independent of language, culture, age, and early education.
MIT Department
Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences
Terms of Use
Creative Commons Attribution-Noncommercial-Share Alike
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DOI of Published Version
https://doi.org/10.1111/desc.12078
