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[quote=Anonymous][quote=Anonymous][quote=Anonymous]Agree with many of the PPs that it is the shift to SAH that is your problem.

Also the fact that you are English speaking.

I kid, but not really.  English makes learning to count more difficult because the teens are backwards and illogical - it's why so many children have trouble with it.  We teach them to count to ten in a base 10 number system and then we throw eleven and twelve at them? What do those random words even mean?  And it's not much better after that - of COURSE a kid is going to thing 'Four Teen' is 41. Kids have it much easier in languages that effectively number these things 'Ten One', 'Ten Two', 'Ten Three', etc. the way it should be. English gets its act together by the twenties, but the damage is done by then.

Read a study that it's a similar problem with kids learning colors.  English puts the adjective BEFORE the noun and that makes it much harder to learn because you haven't directed your kid to the object before you name the color.  So kids much more readily learn colors if you direct their attention to the object in question before mentioning the color, i.e. if you say 'the ball is read' versus 'the red ball'[/quote]

PP, you have said this in multiple posts on DCUM, and I think what your posts mostly indicate is that you are not a native English speaker and that your native language does things differently than English does. Unless you have research support for this? There are plenty of languages in the world that don't count ten-one, ten-two, as well as plenty of languages that don't put the word(s) describing the thing after the thing. (I'm half-expecting you to say next that no wonder gender identity isn't fixed in English-speaking children until age 4 or 5, given that the general lack of gender in English grammar.)[/quote]

What on earth makes you think my native language isn't English? I'd think the idioms and improper grammar would give me away as a native.  And not sure I've actually posted this before - that may have been someone else.  I am *trying* to learn another language now but I'm not even communicatively competent yet so am still solidly monolingual.  I do however think the influence of language on thought processes (and neuroscience in general) is fascinating,

In terms of research to support these ideas I don't carry those around in my memory, but a quick google search for the influence of language on numerical understanding gets you there. This one seemed to cover the basic idea and lists a bunch of supporting research, though I admit I haven't actually read the study - I just perused it quickly after searching for a supporting document for you, though I may go back to read it since it seems interesting: http://math.unipa.it/~grim/21_project/Browning86-89.pdf

As for the colors comment - I just read that recently and would swear it was from following a link someone posted on here (yes I waste way to much time on DCUM.) Though it's possible I also followed a different link that took me down an internet rabbit hole to land here.  Regardless I did eventually find the article I read about that - the link is here: http://www.scientificamerican.com/article/why-johnny-name-colors/[/quote]

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