Abstract

This study reports cross-linguistic differences in forward digit span between 4-, 5-, and 6-year-old American and Chinese children. Several explanations for the remarkable superiority of Chinese children are examined. Hypotheses concerning practice, counting systems, and use of strategies were not supported. Analyses related to pronunciation duration of digits favored the temporally limited store hypothesis. Nonsignificant cross-linguistic differences were found in backward digit span. The results support the notion that forward and backward digit span involve different mechanisms. © 1988.