QUANTITY PROCESSING IN DEAF AND HARD OF HEARING CHILDREN: EVIDENCE FROM SYMBOLIC AND NONSYMBOLIC COMPARISON TASKS.
DEAF CHILDREN usually achieve lower scores on numerical tasks than normally hearing peers. Explanations for mathematical disabilities in hearing children are based on quantity representation deficits (Geary 1994) or on deficits in accessing these representations (Rousselle & Noël, 2008). The present...
| Publicado en: | American Annals of the Deaf Vol. 159; no. 1; pp. 34 - 45 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
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American Annals of the Deaf
Spring2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=96539244&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 96539244 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0002726X AOD jtl: American Annals of the Deaf issn: 0002726X maglogo: N pubinfo: dt: Spring2014 vid: 159 iid: 1 pid: 2466 pub: American Annals of the Deaf place: Washington, District of Columbia artinfo: ui: 96539244 107858379 107858379 96539244 ppf: 34 ppct: 11 formats: fmt: @attributes: type: P tig: atl: QUANTITY PROCESSING IN DEAF AND HARD OF HEARING CHILDREN: EVIDENCE FROM SYMBOLIC AND NONSYMBOLIC COMPARISON TASKS. aug: au: RODRÍGUEZ-SANTOS, JOSÉ MIGUEL CALLEJA, MARINA GARCÍA-ORZA, JAVIER IZA, MAURICIO DAMAS, JESÚS affil: DIRECTS THE DEPARTMENT OF BASIC PSYCHOLOGY, FACULTY OF PSYCHOLOGY, ANDALUCIA TECH, University of Málaga, Málaga, Spain. sug: subj: Hearing Disorders In Infancy and Childhood Task Performance and Analysis Reaction Time Mathematics Human Spain Funding Source Child Male Female Matched Case Control Analysis of Variance Exploratory Research Repeated Measures Child: 6-12 years Male Female ab: DEAF CHILDREN usually achieve lower scores on numerical tasks than normally hearing peers. Explanations for mathematical disabilities in hearing children are based on quantity representation deficits (Geary 1994) or on deficits in accessing these representations (Rousselle & Noël, 2008). The present study aimed to verify, by means of symbolic (Arabic digits) and nonsymbolic (dot constellations and hands) magnitude comparison tasks, whether deaf children show deficits in representations or in accessing numerical representations. The study participants were 10 prelocutive deaf children and 10 normally hearing children. Numerical distance and magnitude were manipulated. Response time (RT) analysis showed similar magnitude and distance effects in both groups on the 3 tasks. However, slower RTs were observed among the deaf participants on the symbolic task alone. These results suggest that although both groups' quantity representations were similar, the deaf group experienced a delay in accessing representations from symbolic codes. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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