This article is a correction to:
Linguistic influence on mathematical development is specific rather than pervasive: revisiting the Chinese Number Advantage in Chinese and English children
Winifred Mark
Ann Dowker- 1Department of Psychology, University of Hong Kong, Hong Kong, China
- 2Department of Experimental Psychology, Oxford University, Oxford, UK
by Mark, W., and Dowker, A. (2015). Front. Psychol. 6:203. doi: 10.3389/fpsyg.2015.00203
Due to an oversight, the two sentences preceding the final sentence in the abstract should be changed to read: Results indicated that students in HK-C were better at counting backward than those in HKE, who were in turn better than the UK students. However, there was no statistical difference in counting forward or place value understanding. Children in both Hong Kong schools performed better at the arithmetic test than the UK children. Among the older group, the HK-C children performed better on the arithmetic test than the HK-E children, but no such difference was found in the younger group.
The authors apologize for this mistake.
This error does not change the scientific conclusions of the article in any way.
Author Contributions
All authors listed, have made substantial, direct and intellectual contribution to the work, and approved it for publication.
Conflict of Interest Statement
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Keywords: linguistic transparency, counting system, arithmetic, cross-cultural, Chinese Number Advantage
Citation: Mark W and Dowker A (2016) Corrigendum: Linguistic influence on mathematical development is specific rather than pervasive: revisiting the Chinese Number Advantage in Chinese and English children. Front. Psychol. 7:342. doi: 10.3389/fpsyg.2016.00342
Received: 20 February 2016; Accepted: 24 February 2016;
Published: 16 March 2016.
Edited and reviewed by: Yvette Renee Harris, Miami University, USA
Copyright © 2016 Mark and Dowker. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Ann Dowker, ann.dowker@psy.ox.ac.uk