37.1921, Books: Language Counts: De Vries (2026)

[The LINGUIST List]

LINGUIST List: Vol-37-1921. Fri May 29 2026. ISSN: 1069 - 4875.

Subject: 37.1921, Books: Language Counts: De Vries (2026)

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Date: 28-May-2026
From: Jan Martin [lotdissertations-fgw at uva.nl]
Subject: Language Counts: De Vries (2026)


Title: Language Counts
Subtitle: The Role of Morphosyntax in the Numerical Development of
Children with and without Developmental Language Disorder
Series Title: LOT Dissertation Series
Publication Year: 2026

Publisher: Netherlands Graduate School of Linguistics / Landelijke
(LOT)
           http://www.lotpublications.nl/
Book URL: https://dx.medra.org/10.48273/LOT0714

Author(s): Heleen de Vries

Paperback
ISBN: 978-94-6093-499-5
Pages: 211
Price: 36,00 euros

Abstract:

This dissertation investigates how kindergartners with and without
Developmental Language Disorder (DLD) acquire cardinals and ordinals
in two languages: Dutch and Czech. These languages might show
different developmental patterns, because morphosyntactic cues
relevant to number are relatively transparent in Dutch, but more
opaque in Czech. The book also examines how Dutch children’s numerical
abilities relate to broader linguistic and cognitive skills.
This work is the first to document not only quantitative, but also
qualitative differences in numeracy performance between children with
and without DLD. In Dutch, children with DLD made more mistakes and
showed distinct error patterns in counting and ordinal comprehension.
These errors appear to reflect difficulties with using relevant
morphosyntactic cues. By contrast, Czech-speaking children with and
without DLD differed significantly only in counting ability, and both
Czech groups displayed similar error patterns to each other. These
findings underscore the importance of examining numerical development
cross-linguistically and suggest that numeracy difficulties associated
with DLD may manifest differently depending on language background.
This dissertation further explores the role of statistical learning,
i.e. the ability to detect patterns in (linguistic) input, in numeral
acquisition. A novel cross-situational word learning experiment showed
that adults can learn numerals from distributional information, but
similar evidence was not found in children. The study offers concrete
suggestions for future implementations of this cross-situational word
learning experiment. Together, the findings of this thesis thus
provide promising directions for future research on numerical
acquisition in children with and without DLD.

Linguistic Field(s): Language Acquisition

Subject Language(s): Czech (ces)
                     Dutch (nld)




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