The role of verbal forms in number transcoding to Arabic numerals: children six to eight-years-old

Abstract

We explore patterns of structure in children's production of written numerals in number transcoding. The model of analysis defines a relational representation of children's production and applies results from graph theory to find the dominant structures. This work focuses on the role of verbal expressions in the Hundred position of dictate numerals and on differentiated structures for verbal numerals that embed Decade (D) and Decade-Unit (DU) forms. We analyzed the data from Power and Dal Martello (1990) and data obtained from six to eight-years-old Spanish-speaking children attending elementary school and were asked to write down in Arabic format sets or dictated numerals. Results show the dominant role in four and five digit numbers of verbal expressions in the Hundred position of the dictated numeral, and evidence the existence of differences between processing D and DU forms. We compare our results with previous analyses for three and four digit numbers and present new data and digit numbers. Finally, we give new evidence on the acquisition order of transcoding rules.