So How Exactly Does SCH727965 Perform?

All of the children are living in the same area, in similar cultural environments, and all are studying mathematics in a similar fashion according to the National Curriculum of England, Wales and Northern Ireland. Thus, it is possible to study the specific effects of language on arithmetic, independently of other educational and cultural differences. The Welsh language in fact contains both an irregular counting system and a regular counting system, but only the regular counting system is used when teaching arithmetic in schools (Roberts, 2000). For example, whereas in English, ��eleven�� does not correspond to the written digits, in Welsh ��un deg un�� is used, which translates to ��one ten one.�� The Welsh term for ��twenty-one�� is ��dau ddeg un�� or ��two tens one��, which represents the tens and units more transparently than the English term. So far, few studies have compared numerical skills in Welsh children attending English- and Welsh-medium schools. One such study was conducted by BGB324 Dowker et al. (2008), in which the performance of Welsh-speaking and English- speaking children living in Wales in a variety of number processing tasks was compared. The results showed that Welsh children demonstrated superior performance in comparing two-digit numbers, but the two groups did not differ in terms of arithmetic test performance. The authors concluded that such results indicate that linguistic effects affect specific aspects of arithmetic performance as opposed to more global effects (also see Mark and Dowker, 2015). This is consistent with the fact that arithmetic performance has often been shown to be comprised of numerous components, as opposed to being a unitary function (e.g., Dowker, 2005). Most studies of cross-linguistic differences in numerical abilities, including Dowker et al.'s earlier (2008) study of Welsh children, have looked either at possible differences in arithmetical procedures, or on transcoding and related skills such as written number comparison, or both. If counting system effects are found on arithmetic or transcoding, this may either reflect effects on the ease of carrying out procedures in different counting systems, or differences in the internal representation of number by users of different counting systems. Relatively few studies have looked directly at whether children's internal representations of number are affected by the transparency of the counting system; and this is an important issue to resolve. One way of studying the internal representation of number is to use the mental number line. Number line estimation tasks require participants to judge the position of a target number on a blank number line (e.g., Siegler and Booth, 2004; Booth and Siegler, 2006; Siegler et al., 2009).