Pierina Cheung's research while affiliated with National Institute of Education Sciences and other places
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Publications (14)
By around the age of 5½, many children in the United States judge that numbers never end, and that it is always possible to add 1 to a set. These same children also generally perform well when asked to label the quantity of a set after one object is added (e.g., judging that a set labeled “five” should now be “six”). These findings suggest that chi...
By around the age of 5½, many children in the US judge that numbers never end, and that it is always possible to add +1 to a set. These same children also generally perform well when asked to label the quantity of a set after 1 object is added (e.g., judging that a set labeled “five” should now be “six”). These findings suggest that children have i...
Recent accounts of number word learning posit that when children learn to accurately count sets (i.e., become “cardinal principle” or “CP” knowers), they have a conceptual insight about how the count list implements the successor function – i.e., that every natural number n has a successor defined as n + 1 (Carey, 2004, 2009; Sarnecka & Carey, 2008...
In numerical classifier languages, such as Mandarin, classifiers are morphemes that occur
next to numerals and “classify” nouns on some semantic basis (see entry on Classifiers). For example,
‘three cats’ in Mandarin requires the classifier zhī 隻, which is typically used with nouns for animals
(sān zhī māo 三隻貓 ‘three CLASSIFIER cat’). Thus, nominal...
Recent accounts of number word learning posit that when children learn toaccurately count sets (i.e., become "cardinal principle" or "CP" knowers),they have a conceptual insight about how the count list implements thesuccessor function - i.e., that every natural number *n *has a successordefined as *n+1* (Carey, 2004, 2009; Sarnecka & Carey, 2008)....
Young children typically take between 18 months and 2 years to learn themeanings of number words. In the present study, we investigated thisdevelopmental trajectory in bilingual preschoolers to examine the relativecontributions of two factors in number word learning: (1) the constructionof numerical concepts, and (2) the mapping of language specifi...
When presented with an entity (e.g., a wooden honey-dipper) labeled with anovel noun, how does a listener know that the noun refers to an instance ofan object kind (honey- dipper) rather than to a substance kind (wood)?While English speakers draw upon count-mass syntax for clues to the noun’smeaning, linguists have proposed that classifier language...
A study of 104 Japanese-speaking 2- to 5-year-olds tested the relationbetween numeral and quantifier acquisition. Experiment 1 assessed Japanesechildren’s comprehension of quantifiers, numerals, and classifiers.Relative to English-speaking counterparts, Japanese children were delayedin numeral comprehension at 2 years old, but showed no difference...
By some accounts, speakers of classifier languages such as Mandarin or Japanese, which lack count-mass syntax, require classifiers to specify individuated meanings of nouns. This paper examines this view by testing how Mandarin speakers interpret bare nouns and use classifier knowledge to guide quantification in four studies. Using a quantity judgm...
When presented with an entity (e.g., a wooden honey-dipper) labeled with a novel noun, how does a listener know that the noun refers to an instance of an object kind (honey-dipper) rather than to a substance kind (wood)? While English speakers draw upon count-mass syntax for clues to the noun's meaning, linguists have proposed that classifier langu...
A study of 104 Japanese-speaking 2- to 5-year-olds tested the relation between numeral and quantifier acquisition. A first study assessed Japanese children’s comprehension of quantifiers, numerals, and classifiers. Relative to English-speaking counterparts, Japanese children were delayed in numeral comprehension at 2 years of age but showed no diff...
When presented with an entity (e.g., a wooden honey-dipper) labeled with a novel noun, how does a listener know that the noun refers to an instance of an object kind (honey-dipper) rather than to a substance kind (wood)? While English speakers draw upon count-mass syntax for clues to the noun's meaning, linguists have proposed that classifier langu...
Some have proposed that speakers of classifier languages such as Mandarin or Japanese, which lack count-mass syntax, have to rely on classifiers for acquiring individuated meanings of nouns (e.g., Borer 2005; Lucy 1992). This paper examines this view by looking at how Mandarin adults interpret bare nouns and use classifier knowledge to guide quanti...
Citations
... This idea has often been tested in studies using a rote counting procedure (Cheung et al., 2017;Chu et al., 2020;Davidson et al., 2012;Schneider et al., 2021). It has long been known that, when children are asked to rote count, they tend to stop counting at the end of a decade (e.g., thirty-nine or forty-nine) rather than in the middle of a decade, and that it takes years for children to master the regularities of the count list (Gervasoni, 2003;Gould, 2017;Guerrero et al., 2020;Miller & Stigler, 1987;Siegler & Robinson, 1982;Song & Ginsburg, 1988). ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/272644595515440-1442014945668_Q64/David-Barner.jpg)
... Another possibility is that all CP-knowers have acquired a Structure Mapping between counting and number. Though past studies have generally reasoned that this would predict success at larger numbers, it remains possible that other factors limit CP-knowers' deployment of Structure Mapping -e.g., such as still-developing count list fluency (Chu et al., 2020;Schneider et al., 2020;Siegler & Robinson, 1982), or the working memory challenge of tracking changes to sets while simultaneously reasoning about successor relations between still freshly-learned words. Compatible with this discontinuity hypothesis, Spaepen and colleagues (2018) provide evidence that CP-knowers'but not subset-knowers' -Unit Task performance improves after count list training. ...
... However, subsequent studies show conflicting results (Cheung et al., 2017;Davidson et al., 2012;Schneider et al., 2021;Spaepen et al., 2018). In Davidson et al. (2012), 84 CP knowers (aged 3;4 to 5;3) were asked to count as high as possible and were tested with the Unit task but this time with greater values of N (using 4, 5, 13, 14, 15, 24, and 25). ...
... It is, therefore, very challenging for learners who want to acquire it as a second language, resulting in many CSL teachers resorting to applying the 'learning by rote' method when it comes to learning the assignment of classifiers to nouns (P. Li et al. 2010) or telling the students to just use the general classifier个 ge which is usually selected by a default rule (Myers et al. 1999;Cheung et al. 2008) when it comes to an unfamiliar nominal constructions. ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/391726373064721-1470406253736_Q64/Peggy-Li-2.jpg)
... Evidence for this theory mostly comes from studies that implement the Give-a-number task (Give-N), in which children are asked to give a specific number of items to the experimenter (Fuson, 1988a;Gelman & Gallistel, 1978;Greeno et al., 1984;Schaeffer et al., 1974;Wynn, 1990Wynn, , 1992. Young children go through years of "subset-knower" stages during which their understanding of the meaning of number words is limited (Le Corre et al., 2006;Le Corre & Carey, 2007;Marušič et al., 2016;Wagner et al., 2015;Wynn, 1990), as if they are accumulating evidence needed to make inductive inference during this time. After children acquire the meaning of four, they typically understand the cardinality principle (CP), or that the last number word used while counting a set indicates the asked number of items (Gelman & Gallistel, 1978;Le Corre & Carey, 2007). ...
... independent or as part of a broader construction), cohesiveness (i.e. reversibility of the constituents), and quantification (quantifiers, numeral-classifier constructions, demonstratives; see Cheung and Barner, 2010). We will focus on quantifiers that select only countable items, as 無數 wúshù 'countless, innumerable', since some quantifiers may apply also to mass nouns, as e.g. ...
... The findings from some previous studies cannot distinguish the syntactic approach from the lexical approach. For example, some studies found that native Chinese speakers are sensitive to the different functions of count-classifiers and massifiers: they map count-classifiers to objects with discrete units and clear boundaries, while map massifiers to substances without specific units (Cheung et al., 2012;Chien et al., 2003;Li et al., 2008). Also, nominal phrases with the structure [Num-Adj-Cl-de-N] were always mapped to unshaped substances without specific units or objects organized in plural sets, while phrases with the neutral structure [Num-Cl-Adj-N] were mapped to objects with discrete units (Li et al., 2008). ...
... In another study, Mandarin-speaking 3-and 5-year-olds could distinguish between ongoing and completed events solely based on the use of aspect markers -zhe or le (Zhou et al., 2014). However, it should be noted that the acquisition of Mandarin classifiers (noun-markers) continues even beyond 6 years of age (e.g., Cheung, Barner, & Li, 2010). Thus, the developmental trajectory of the use of form class markers in Mandarin still needs further examination. ...
... Ver también, respecto a la relación entre el número y el lenguaje, el interesante artículo de Gelman y Butterworth (2005) o la investigación de Barner, Libenson, Cheung y Takasaki (2009) sobre la influencia de los indicios sintácticos del inglés y el japonés en la comprensión del significado de los numerales a partir de otros cuantificadores (muchos, pocos, todos, ninguno). Muy resumidamente, Barner et al. (2009) sugieren que el inglés tiene indicios sintácticos más fuertes que el japonés, y eso permite a los niños de habla inglesa adquirir los numerales a partir de los cuantificadores más temprano que a los niños japoneses. Este efecto es transitorio, ya que los niños americanos superaban a los japoneses en la comprensión de los numerales a los 2 años, pero no a los 3 ó 4 años. ...
