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1. Verbal counting and the timing of number acquisition in an indigenous Amazonian group

   https://doi.org/10.1371/journal.pone.0270739  

   Boni, Isabelle; Jara-Ettinger, Julian; Sackstein, Sophie; Piantadosi, Steven T. (August 2022, PLOS ONE)

   Perlman, Marcus (Ed.)

   Children in industrialized cultures typically succeed on Give-N, a test of counting ability, by age 4. On the other hand, counting appears to be learned much later in the Tsimane’, an indigenous group in the Bolivian Amazon. This study tests three hypotheses for what may cause this difference in timing: (a) Tsimane’ children may be shy in providing behavioral responses to number tasks, (b) Tsimane’ children may not memorize the verbal list of number words early in acquisition, and/or (c) home environments may not support mathematical learning in the same way as in US samples, leading Tsimane’ children to primarily acquire mathematics through formalized schooling. Our results suggest that most of our subjects are not inhibited by shyness in responding to experimental tasks. We also find that Tsimane’ children (N = 100, ages 4-11) learn the verbal list later than US children, but even upon acquiring this list, still take time to pass Give-N tasks. We find that performance in counting varies across tasks and is related to formal schooling. These results highlight the importance of formal education, including instruction in the count list, in learning the meanings of the number words. 

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2. Mapping words to the world: Adults prioritize grammar, but children prioritize descriptions

   Brody, Gabor; Feiman, Roman (January 2022, Proceedings of the Annual Conference of the Cognitive Science Society)

   How do children learn to connect expressions (e.g “that red apple”) to the real-world objects they refer to? The dominant view in developmental psychology is that children rely primarily on descriptive information encoded in content words (red, apple). In contrast, linguistic semantic theories of adult language attribute primacy to the grammar (e.g. words like that, another), which first establish the status of potential referents within the discourse context (old, new) before descriptive information can factor in. These theories predict that reference can succeed even when the description does not match the referent. We explore this novel prediction in adults and children. Over three experiments, we found that (i) adults relied on the articles to establish the referent, even when the noun description did not fit, consistent with grammar-first accounts; (ii) consistent with description-first accounts, and contrary to adult behavior, 3-5yo children prioritized the descriptions provided by the nouns, despite being sensitive to grammatical information. 

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3. Elegies of Absence: Artistic Expressions of Grief by the Children of The Gambia’s Disappeared

   https://doi.org/10.1163/15685292-02901016  

   Ndow, Aminata (March 2025, Religion and the Arts)

   Abstract This essay examines how the now-adult children of the disappeared in The Gambia express their grief through various art forms, focusing on the elegy. Peter Sacks, defines the elegy as “a poem of mortal loss and consolation” (Sacks 3). The traditional functions of the elegy—lament, praise, and consolation—respond to loss by expressing grief and honoring the deceased. The essay explores the mourning process of three young adults through songwriting, letter writing, and memorial tattoos dedicated to their fathers who disappeared during Yahya Jammeh’s dictatorship. In an Islamic context, where retaining objects of the deceased is discouraged, these children find ways to remember their lost parents without material objects. Cathy Caruth argues that “to be traumatized is precisely to be possessed by an image or event” (Caruth 4–5). Here, it is the absence of a clear image and event that haunts these children, leading to artistic creation through elegiac writing and embodied meaning-making. 

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4. Changing the dynamics of preschool children's social play with technology: evaluation of technology-based supports for tools of the mind style play

   https://doi.org/10.1080/0144929X.2023.2221747  

   Diederich, Kyle; Currin, Flannery Hope; Blasi, Kaitlyn; Schmidt, Allyson Dale; David, Holly; Peterman, Kerry; Hourcade, Juan Pablo (June 2023, Behaviour & Information Technology)

   In the context of a pandemic that has had wide-ranging negative impacts on preschool children’s socioemotional development it is important to consider uses of technology to support children re-engaging socially with peers. In this article, we review the landscape of systems to support children’s face-to-face collaboration and identify an underexplored approach that could be well suited for the current context: using technology in a peripheral role to support activities where the focus is on other children and non-electronic objects and where children are free to engage with the physical space around them with the support of adults. We then present a pre-pandemic evaluation of StoryCarnival, a system with these underexplored characteristics, designed to support preschool children’s sociodramatic play, for which there is evidence of numerous benefits that can positively impact children’s socioemotional development. The results of the evaluation comparing sociodramatic play with and without StoryCarnival’s support suggest that while not being the focus of the activity, StoryCarnival’s components changed the dynamics of play for the children in the study during our observations, such that children displayed more mature play characteristics. Our discussion includes implications for child-computer interaction and considerations for the pandemic context. 

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5. Do children use language structure to discover the recursive rules of counting?

   https://doi.org/101263  

   Schneider, R. M. (January 2020, Cognitive psychology)

   We test the hypothesis that children acquire knowledge of the successor function — a foundational principle stating that every natural number n has a successor n + 1 — by learning the productive linguistic rules that govern verbal counting. Previous studies report that speakers of languages with less complex count list morphology have greater counting and mathematical knowledge at earlier ages in comparison to speakers of more complex languages (e.g., Miller & Stigler, 1987). Here, we tested whether differences in count list transparency affected children’s acquisition of the successor function in three languages with relatively transparent count lists (Cantonese, Slovenian, and English) and two languages with relatively opaque count lists (Hindi and Gujarati). We measured 3.5- to 6.5-year-old children’s mastery of their count list’s recursive structure with two tasks assessing productive counting, which we then related to a measure of successor function knowledge. While the more opaque languages were associated with lower counting proficiency and successor function task performance in comparison to the more transparent languages, a unique within-language analytic approach revealed a robust relationship between measures of productive counting and successor knowledge in almost every language. We conclude that learning productive rules of counting is a critical step in acquiring knowledge of recursive successor function across languages, and that the timeline for this learning varies as a function of count list transparency. 

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