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 |
| Publicado: |
American Annals of the Deaf
Spring2014
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| Acceso en línea: | Ver este registro en EBSCOhost |