Abstract
Languages vary in how they grammatically mark number (e.g., in nouns, verbs, and so forth). We test the effects of this variability on learning number words—for example,
one
,
two
,
three
—by investigating children learning Slovenian and Saudi Arabic, which have singular-plural marking, but also dual marking (for sets of two). We find that learning the dual is associated with faster learning of the meaning of
two
than in any previously studied language, even when accompanied by less experience with counting. We conclude that although exposure to counting is important to learning number word meanings, hearing number words used outside of these routines—in the quantificational structures of language—may also be highly important in early acquisition.
How does cross-linguistic variation in linguistic structure affect children’s acquisition of early number word meanings? We tested this question by investigating number word learning in two unrelated languages that feature a tripartite singular-dual-plural distinction: Slovenian and Saudi Arabic. We found that learning dual morphology affects children’s acquisition of the number word
two
in both languages, relative to English. Children who knew the meaning of
two
were surprisingly frequent in the dual languages, relative to English. Furthermore, Slovenian children were faster to learn
two
than children learning English, despite being less-competent counters. Finally, in both Slovenian and Saudi Arabic, comprehension of the dual was correlated with knowledge of
two
and higher number words.