Knowledge of Number and Knowledge of Language: Number as a Test Case for the Role of Language in Cognition

Language effects in addition: How you say it counts

This study aimed to investigate the role of language in calculation. Two populations were compared, one with a base-10 language, and another (Basque) in which number words are constructed by combining multiples of 20 and units or teens (e.g., “35” is said “twenty and fifteen”). Experiment 1 asked participants to verbally solve additions presented as Arabic digits. Basque participants solved the additions that consisted of a multiple of 20 and a teen (e.g., 20 + 15) faster than controls with identical answers (e.g., 25 + 10). No differences were found in the base-10 language group. Experiment 2 replicated this result even if participants had to type the answer on a numerical keypad, instead of saying it. Hence, the structure of number words in each of the languages influenced the way additions were solved, even if language was not necessary for conducting the task. Finally, in Experiment 3, both language groups performed a numerical comparison task in which no effects of the structure of number words were obtained. Results of the three experiments are discussed in light of current models of numerical cognition.