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...

Full description

Bibliographic Details

Published in:	American Annals of the Deaf Vol. 159; no. 1; pp. 34 - 45
Main Authors:	RODRÍGUEZ-SANTOS, JOSÉ MIGUEL, CALLEJA, MARINA, GARCÍA-ORZA, JAVIER, IZA, MAURICIO, DAMAS, JESÚS
Format:	research tables/charts Journal Article
Published:	American Annals of the Deaf Spring2014
Online Access:	View this record in EBSCOhost