The relation between language and arithmetic in bilinguals

insights from different stages of language acquisition

Amandine Van Rinsveld*, Martin Brunner, Karin Landerl, Christine Schiltz, Sonja Ugen

*Corresponding author for this work

Research output: Contribution to journalArticle

17 Citations (Scopus)
6 Downloads (Pure)

Abstract

Solving arithmetic problems is a cognitive task that heavily relies on language processing. One might thus wonder whether this language-reliance leads to qualitative differences (e.g., greater difficulties, error types, etc.) in arithmetic for bilingual individuals who frequently have to solve arithmetic problems in more than one language. The present study investigated how proficiency in two languages interacts with arithmetic problem solving throughout language acquisition in adolescents and young adults. Additionally, we examined whether the number word structure that is specific to a given language plays a role in number processing over and above bilingual proficiency. We addressed these issues in a German-French educational bilingual setting, where there is a progressive transition from German to French as teaching language. Importantly, German and French number naming structures differ clearly, as two-digit number names follow a unit-ten order in German, but a ten-unit order in French. We implemented a transversal developmental design in which bilingual pupils from grades 7, 8, 10, 11, and young adults were asked to solve simple and complex additions in both languages. The results confirmed that language proficiency is crucial especially for complex addition computation. Simple additions in contrast can be retrieved equally well in both languages after extended language practice. Additional analyses revealed that over and above language proficiency, language-specific number word structures (e.g., unit-ten vs. ten-unit) also induced significant modulations of bilinguals' arithmetic performances. Taken together, these findings support the view of a strong relation between language and arithmetic in bilinguals.

Original languageEnglish
Article number265
Pages (from-to)1-15
Number of pages15
JournalFrontiers in Psychology
Volume6
Issue numberMAR
DOIs
Publication statusPublished - 13 Mar 2015
Externally publishedYes

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Bibliographical note

Copyright the Author(s) 2015. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

  • numbers
  • language learning
  • bilingualism
  • arithmetic
  • Numbers

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