Lachelin, Remy

Poncin, Alexandre

Schiltz, Christine

Van Rinsveld, Amandine

Open Repository and Bibliography - Luxembourg

Bilingual number matching Rémy Lachelin 1,   remy.lachelin@uni.lu  Alexandre Poncin1,  Amandine van Rinsveld3,  Christine Schiltz1, 1 University of Luxembourg 3 Stanford UniversityIntroductionThe verbal representations of numbers might be in luenced by (A)language pro les (bilinguals vs.  monolinguals) (Van Rinsveld et al.2016a, 2016b; Poncin, Van Rinsveld, and Schiltz 2020) (B) Language oflearning mathematics (i.e.  LM2 cost) (Bernardo 2001) and (C)languages themselves (i.e.  German vs.  French) (Clayton et al. 2020;Steiner et al. 2021; Finke et al. 2021). For example, in comparison toArabic digits writing system (i.e.  42: Decade Unit (DU)), Germannumber words are inverted (i.e. Vier und Zwanzig: UD) while Frenchnumber words are not (i.e. Quarante-deux: DU).TaskWe used an auditory-visual number matching task. The participantheard a number word and had then to click on the visuallypresented matching number. There were one simultaneouscondition, where both numbers appear at the same time and twosequential condition’s: decade  rst to mimic the French’s DU system:decades were presented 500 ms, unit  rst to mimic the German’s UDinversion: The unit was presented for 500 ms, followed by the fullnumber.In addition the participant solved a math  luency task (De Vos 1992).The task was implemented online on Labvanced (Finger et al. 2017).Monolingual participants were recruited in proli c[www.proli c.co], and bilinguals through the university ofLuxembourg.StimuliDecades (i.e. 20, 30), ties (i.e. 22, 33), 1 and 9 unit numbers (i.e. 21, 29),were excluded from numbers ranging between 20 and 70. Distractornumbers were generated by adding or removing +/- 1 of the target.Recordings were standardized over intensity.PopulationThe groups had comparable TTR scores ( ).There were overall 1.17% errors for the matching task.Group n men Age TTR TTRSd NumberOfLangBil 23 9 22.96 105.70 23.23 4.61MonoDE 59 29 22.36 114.19 19.98 2.88MonoFR 56 32 22.88 106.11 21.88 2.73Bilinguals wwere highly pro cient and learned mathematics  rst inGerman (LM1) and then in French (LM2)   ResultsLinear mixed models were  t using afex  (Singmann et al. 2022). Wepre-registered the models and hypothesis https://osf.io/b4p2z/. We rst compared the simultaneous condition for di ferences betweenmonolinguals and bilinguals and then the sequential conditions forthe impact of the number word structures.In GermanIn FrenchFor Bilinguals Discussion  Summary:Monolinguals vs bilinguals:Bilinguals are slower than monolingualsBilinguals bene t similarly from the sequential conditionsthan monolungualsBilinguals: German (LM1) vs french (LM2):Bilinguals are slower in the LM2 than LM1 (LM2 cost)Bilinguals bene t from the unit  rst condition in German(LM1)Bilinguals do not bene t from the decade  rst condition inFrench (LM2) We could compare the data with our pre-registered predictions.Since di ferent e fects might overshadow each others, theprediction were made for each condition in each group.PredictionsIn the following we plot the data against the predicted e fects(added transparency). The hypothesis baseline was adjusted by160 ms.Error bars represent the di ference between the data and thepredictions. Our predictions mainly underestimated the LM2cost and overestimated the bene ce of the decade  rstcondition in French and unit  rst in German.  ReferencesNote:This is a reproducible poster, made using: (Thorne 2019)Bernardo, Allan B. I. 2001. “Asymmetric Activation of Number Codes in Bilinguals: Further Evidence for the Encoding ComplexModel of Number Processing.” Memory & Cognition 29 (7): 968–76. https://doi.org/10.3758/BF03195759.Clayton, Francina J., Clare Copper, Anna F. Steiner, Chiara Ban , Sabrina Finke, Karin Landerl, and Silke M. Göbel. 2020. “Two-Digit Number Writing and Arithmetic in Year 1 Children: Does Number Word Inversion Matter?” Cognitive Development 56(October): 100967. https://doi.org/10.1016/j.cogdev.2020.100967.De Vos, T. 1992. “Tempo Test Rekenen (TTR)[Arithmetic Number Fact Test].” Nijmegen: Berkhout.Finger, Holger, Caspar Goeke, Dorena Diekamp, Kai Standvoß, and Peter König. 2017. “LabVanced: A Uni ed JavaScriptFramework for Online Studies.” In International Conference on Computational Social Science (Cologne).Finke, Sabrina, Ferenc Kemény, Francina J. Clayton, Chiara Ban , Anna F. Steiner, Corinna M. Perchtold-Stefan, Ilona Papousek,Silke M. Göbel, and Karin Landerl. 2021. “Cross-Format Integration of Auditory Number Words and Visual-Arabic Digits: An ERPStudy.” Frontiers in Psychology 12: 5388. https://doi.org/10.3389/fpsyg.2021.765709.Poncin, Alexandre, Amandine Van Rinsveld, and Christine Schiltz. 2020. “Units-First or Tens-First: Does Language Matter WhenProcessing Visually Presented Two-Digit Numbers?” Quarterly Journal of Experimental Psychology 73 (5): 726–38.https://doi.org/10.1177/1747021819892165.Singmann, Henrik, Ben Bolker, Jake Westfall, Frederik Aust, and Mattan S. Ben-Shachar. 2022. “Afex: Analysis of FactorialExperiments.” https://CRAN.R-project.org/package=afex.Steiner, Anna F., Sabrina Finke, Francina J. Clayton, Chiara Ban , Ferenc Kemény, Silke M. Göbel, and Karin Landerl. 2021.“Language E fects in Early Development of Number Writing and Reading.” Journal of Numerical Cognition 7 (3): 368–87.https://doi.org/10.5964/jnc.6929.Thorne, W. Brent. 2019. Posterdown: An r Package Built to Generate Reproducible Conference Posters for the Academic andProfessional World Where Powerpoint and Pages Just Won’t Cut It. https://github.com/brentthorne/posterdown.Van Rinsveld, Amandine, Christine Schiltz, Karin Landerl, Martin Brunner, and Sonja Ugen. 2016b. “Speaking Two Languageswith Di ferent Number Naming Systems: What Implications for Magnitude Judgments in Bilinguals at Di ferent Stages ofLanguage Acquisition?” Cognitive Processing 17 (3): 225–41. https://doi.org/10.1007/s10339-016-0762-9.———. 2016a. “Speaking Two Languages with Di ferent Number Naming Systems: What Implications for Magnitude Judgmentsin Bilinguals at Di ferent Stages of Language Acquisition?” Cognitive Processing 17 (3): 225–41. https://doi.org/10.1007/s10339-016-0762-9.F(2, 135) = 2.5, p = .09The in uence of tens and units inversion in a two-digitnumber matching task in German and French monolingualsand bilinguals

The influence of tens and units inversion in a two-digit number matching task in German and French monolinguals and bilinguals

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The influence of tens and units inversion in a two-digit number matching task in German and French monolinguals and bilinguals

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