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The social and linguistic context of early number word use
Author(s) -
Durkin Kevin,
Shire Beatrice,
Riem Roland,
Crowther Robert D.,
Rutter D. R.
Publication year - 1986
Publication title -
british journal of developmental psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.062
H-Index - 75
eISSN - 2044-835X
pISSN - 0261-510X
DOI - 10.1111/j.2044-835x.1986.tb01018.x
Subject(s) - psychology , lexicon , context (archaeology) , perception , cognition , linguistics , language development , cognitive psychology , linguistic context , developmental psychology , relation (database) , linguistic analysis , computer science , paleontology , philosophy , database , neuroscience , biology
Most recent studies of the emergence of counting have focused primarily on the cognitive/perceptual attainments involved. It is argued here that study of the interactive and linguistic context in which the child first experiences and uses number words is equally important to an understanding of early development in this domain. It is proposed that the overt pedagogical strategies of the parent with respect to counting, together with the inherent ambiguities and complexities of the relationship between the number lexicon and other aspects of language, present the child with potential difficulties. A longitudinal study of the spontaneous reference to numbers and counting by mothers and children (aged 9 to 36 months) reveals many uses of number words and many ambiguities in parental input, which can be seen to lead to short‐term mismatches of behaviour between participants. The data are discussed in relation to issues in the study of caregivers' speech and the mathematics‐language relationship, and it is argued that parental simplifications in different domains can lead to conflicts and contradictions in children's early linguistic and number experiences. It is speculated that conflict promotes development.