Number transcoding in bilinguals—A transversal developmental study

Number transcoding is the cognitive task of converting between different numerical codes (i.e. visual “42”, verbal “forty-two”). Visual symbolic to verbal transcoding and vice versa strongly relies on language proficiency. We evaluated transcoding of German-French bilinguals from Luxembourg in 5th, 8th, 11th graders and adults. In the Luxembourgish educational system, children acquire mathematics in German (LM1) until the 7th grade, and then the language of learning mathematic switches to French (LM2). French `70s `80s `90s are less transparent than `30s `40s `50s numbers, since they have a base-20 structure, which is not the case in German. Transcoding was evaluated with a reading aloud and a verbal-visual number matching task. Results of both tasks show a cognitive cost for transcoding numbers having a base-20 structure (i.e. `70s, `80s and `90s), such that response times were slower in all age groups. Furthermore, considering only base-10 numbers (i.e. `30s `40s `50s), it appeared that transcoding in LM2 (French) also entailed a cost. While participants across age groups tended to read numbers slower in LM2, this effect was limited to the youngest age group in the matching task. In addition, participants made more errors when reading LM2 numbers. In conclusion, we observed an age-independent language effect with numbers having a base-20 structure in French, reflecting their reduced transparency with respect to the decimal system. Moreover, we find an effect of language of math acquisition such that transcoding is less well mastered in LM2. This effect tended to persist until adulthood in the reading aloud task, while in the matching task performance both languages become similar in older adolescents and young adults. This study supports the link between numbers and language, especially highlighting the impact of language on reading numbers aloud from childhood to adulthood

Hypothalamic-pituitary-gonadal axis hormones and cortisol in both menstrual phases of women with chronic fatigue syndrome and effect of depressive mood on these hormones

BACKGROUND: Chronic fatigue syndrome (CFS) is a disease which defined as medically unexplained, disabling fatigue of 6 months or more duration and often accompanied by several of a long list of physical complaints. We aimed to investigate abnormalities of hypothalamic-pituitary-gonadal (HPG) axis hormones and cortisol concentrations in premenopausal women with CFS and find out effects of depression rate on these hormones. METHODS: We examined follicle stimulating hormone (FSH), luteinizing hormone (LH), estradiol, progesterone and cortisol concentrations in 43 premenopausal women (mean age: 32.86 ± 7.11) with CFS and compared matched 35 healthy controls (mean age: 31.14 ± 6.19). Patients were divided according to menstrual cycle phases (follicular and luteal) and compared with matched phase controls. Depression rate was assessed by Beck Depression Inventory (BDI), and patients with high BDI scores were compared to patients with low BDI scores. RESULTS: There were no significant differences in FSH, LH, estradiol and progesterone levels in both of menstrual phases of patients versus controls. Cortisol levels were significantly lower in patients compared to controls. There were no significant differences in all hormone levels in patients with high depression scores versus patients with low depression scores. CONCLUSION: In spite of high depression rate, low cortisol concentration and normal HPG axis hormones of both menstrual phases are detected in premenopausal women with CFS. There is no differentiation between patients with high and low depression rate in all hormone levels. Depression condition of CFS may be different from classical depression and evaluation of HPG and HPA axis should be performed for understanding of pathophysiology of CFS and planning of treatment

Weaker semantic priming effects with number words in the second language of math learning.

peer reviewedBilinguals' exact number representations result from associations between language-independent Indo-Arabic digits ("5"), two verbal codes ("fünf" and "cinq") and a common, largely overlapping semantic representation. To compare the lexical and semantic access to number representations between two languages, we recruited a sample of balanced highly proficient German-French adult bilinguals. At school, those bilinguals learned mathematics in German for 6 years (LM1) and then switched to French (LM2) in 7th grade (12 years old) until 13th grade. After the brief presentation of primes (51 ms) consisting of Indo-Arabic digits or number words in German or French, an Indo-Arabic digits target had to be read in either German or French in an online study. Stimuli were numbers from 1 to 9, and we varied the absolute distance between primes and targets from 0 (i.e., 1-1) to 3 (1-4; as in Reynvoet et al., 2002). The priming distance effect (PDE) was used to measure the strength of numerical semantic association. We find comparable PDEs with Indo-Arabic digits and German number word primes, independently from the target naming language. However, we did not find a clear PDE with French number word primes, neither when naming targets in German, nor in French. The weaker PDE from LM2 compared to LM1 primes is interpreted as a weaker lexico-semantic association of LM2 number words. These results indicate a critical role of the LM1 and further emphasize the role of language in processing numbers. They might have important implications for designing bilingual school curricula. (PsycInfo Database Record (c) 2023 APA, all rights reserved)