Ramoplanin Features And Urban Myths

There was no evidence in this study for better arithmetic or transcoding in the Welsh-medium children. The two groups performed similarly in the BAS standardized test, and in the reading and writing of numbers. However, after controlling for age, the Welsh-medium children performed better on the number line estimation task. This is congruent with the findings of Siegler and Mu (2008), Laski and Yu (2014), and Helmreich et al. (2011), indicating that the transparency of the counting system may influence not only the ease of carrying out procedures with numbers (although in the present study there was no evidence for this), but their representations of numbers. This is particularly striking, because in this study there were no apparent environmental differences between the groups, other than the linguistic ones. The children attended apparently similar schools, and were all studying mathematics according to the same curriculum. It should be noted that the majority of the Welsh-medium children spoke Ramoplanin English at home, which makes any effect of school instruction medium even more striking. While it is not possible completely to rule out the influence of some non-linguistic characteristics of a particular school or teacher, this seems unlikely, especially as the groups did not differ on the standardized arithmetic test. The group differences varied both with the nature and extent of the number line and with the size of the numbers involved in particular tasks. The Welsh-medium group made lower estimation errors, and this difference was significant overall and approached significance for the 0�C100 number line, but not for the 0�C20 number line. This is consistent with the prediction that language would be likely to affect number line estimation more for multi-digit numbers. This prediction was indeed supported by further analyses of estimates for different sizes of numbers within the 0�C20 and 0�C100 number lines. The groups differed on the 0�C20 number line for their estimates of teen numbers, but not of numbers under 10. On the 0�C100 number line, they differed significantly for numbers over 20, but not at all for numbers from 0 to 20 (single digit or teen). Thus, whether the groups differed for teen numbers or not seemed to differ according to the surrounding numerical context, but there is more evidence that the groups differed for numbers over 20, and did not differ for numbers under 10. In other words, the precision of numerical representations was most affected by language for numbers that required an understanding of the relationship between tens and units, which appears to be facilitated by a transparent counting system.