C. Donlan et S. Gourlay, The importance of non-verbal skills in the acquisition of place-value knowledge: Evidence from normally-developing and language-impaired children, BR J DEV PS, 17, 1999, pp. 1-19
Children's comprehension of the Hindu-Arabic number system was explored in
relation to their ability to match spoken to Hindu-Arabic numerals. The pos
sible involvement of verbal processes in numeric understanding was examined
by comparing a group of 8-year olds with specific language impairments (SL
I group, N = 13) to Mo control groups, the first matched for age and non-ve
rbal ability (AC group, N = 13), the second younger group marched for langu
age comprehension level (LC group, N = 12).
SLI, AC and LC children's accuracy and efficiency in choosing the greater o
f two single-digit Hindu-Arabic numerals were compared. One child from the
SLI group and three from the LC group failed to reach accuracy criterion. F
or accurate responders there was no difference between SLI and AC groups in
latency ro judge: both responded faster than the LC group. When making jud
gments all groups showed the Symbolic Distance Effect observed by Moyer & L
andauer (1967). All participants mere able to match spoken numerals to Hind
u-Arabic single-digit numerals without error.
SLI and AC groups were tested on double digits. Accuracy and efficiency in
judging the greater of two Hindu-Arabic double-digit numerals were rested.
Ability to match spoken numerals to corresponding double-digit Hindu-Arabic
numerals was also tested. All of 12 AC participants accurately matched spo
ken to Hindu-Arabic symbols, but 2 of these were unable to judge accurately
the greater of pairs of Hindu-Arabic symbols. Of 13 SLI children tested, 9
accurately matched spoken to Hindu-Arabic symbols; 2 of these were unable
to judge Hindu-Arabic symbols accurately. One further child was able to jud
ge accurately but performed poorly when matching spoken to Hindu-Arabic num
erals. When school experience of double-digit numbers was statistically con
trolled, there was no difference between SLI and AC groups in the accuracy
of double-digit judgments. No difference was found between SLI and AC group
s in the speed or pattern of accurate responders' double-digit judgments. W
hen group data was pooled and school experience statistically controlled, a
ccuracy in double-digit judgment was predicted by non-verbal ability, but n
ot by expressive or receptive language skills.
The pattern of responses to the double-digit judgments suggested a 'holisti
c' processing mechanism within which 'transparent' stimuli (chose double di
gits which minimize conflict between 'face' and 'place' values) are most ra
pidly encoded.
Whereas the ability to match verbal labels to Hindu-Arabic numerals appears
generally to precede single- and double-digit comprehension, findings sugg
est: that, especially in the acquisition of place-value knowledge, there is
substantial autonomy of non-verbal systems.