Language and Math: What If We Have Two Separate Naming Systems?

Martínez, Alejandro · 2019 · Crossref

DOI: 10.3390/languages4030068

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Summary

This study investigates whether the language in which mathematics was first acquired (LLmath) creates a distinct dominance in numerical processing that operates independently from general language proficiency. While previous research established that bilinguals prefer the language used for arithmetic instruction, it remained unclear if this preference extends to core numerical representations or if balanced bilinguals—who possess equal proficiency in both languages—would exhibit symmetric processing for number words. The authors hypothesized that early learning experience creates an unbalanced representation for number words, causing balanced bilinguals to behave like unbalanced bilinguals during numerical code-switching. To test this, the researchers conducted an experiment with 12 balanced Basque-Spanish bilinguals who were proficient in both languages but had learned mathematics exclusively in either Basque or Spanish. Using magnetoencephalography (MEG) and source estimation analyses, the study measured brain activity while participants performed a task involving switches between the two numerical codes. Crucially, the switches were masked, meaning participants were unconscious of the language changes, allowing for the isolation of automatic processing mechanisms. The design distinguished between the LLmath and the other language (OL) to determine if the LLmath held a stronger resting activation. The results revealed an asymmetric switch cost between the two numerical codes, contrary to the symmetric costs typically observed in balanced bilinguals during general language tasks. Specifically, switching from the OL to the LLmath incurred a higher cost than switching in the opposite direction, indicating that the LLmath possessed a stronger representational strength. Furthermore, the brain areas responsible for these numerical switches were found to be similar to those associated with general task-switching mechanisms, including frontal regions involved in inhibition and selection. These findings suggest that mathematical dominance and language dominance can operate as separate systems. The study concludes that early learning experiences during school years imprint a specific verbal code onto core numerical representations, creating a lexical unbalance that persists even in individuals with balanced general language proficiency. This implies that the brain organizes numerical information based on the context of its acquisition rather than general linguistic fluency, highlighting the critical role of early educational environments in shaping cognitive architectures for math.

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• task switching