Families With Young Deaf Children and the Mediation of Mathematically Based Concepts Within a Naturalistic Environment

Kritzer, Karen L.

doi:10.1353/aad.0.0067

Cited by 16 publications

(3 citation statements)

References 27 publications

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“…In addition to the delays in access to language, the quantity and quality of DHH children's access to language is highly variable and rarely comparable to the language environments of hearing children. For example, children with cochlear implants often take breaks from wearing them at home, reducing their opportunities to benefit from incidental conversations about numbers as well other topics (Kritzer, 2008a).…”

Section: The Importance Of Studying Early Numeracy In Deaf Children: ...mentioning

confidence: 99%

The development of early numeracy in deaf and hard of hearing children acquiring spoken language

et al. 2022

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Most deaf and hard‐of‐hearing (DHH) children are born to hearing parents and steered toward spoken rather than signed language, introducing a delay in language access. This study investigated the effects of this delay on number acquisition. DHH children (N = 44, meanage = 58 months, 21F, >50% White) and typically‐hearing (TH) children (N = 79, meanage = 49 months, 51F, >50% White) were assessed on number and language in 2011–13. DHH children showed similar trajectories to TH children but delayed timing; a binary logistic regression showed that the odds of being a cardinal‐principle (CP) knower were 17 times higher for TH children than DHH children, controlling for age (d = .69). Language fully mediated the association between deaf/hearing group and number knowledge, suggesting that language access sets the pace for number acquisition.

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Section: The Importance Of Studying Early Numeracy In Deaf Children: ...mentioning

confidence: 99%

The development of early numeracy in deaf and hard of hearing children acquiring spoken language

et al. 2022

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“…Home environment may differ between typically hearing families and families with a SHL. Indeed, typically hearing families increase the probability of occurrence of informal and natural interactions involving numerical knowledge unconsciously by questioning, asking for clarification, or providing additional information in daily life activities ( Kritzer, 2009b ; Levine et al, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

Approximate Number Sense in Students With Severe Hearing Loss: A Modality-Neutral Cognitive Ability

Bu²,

Sanford³

et al. 2021

Front. Hum. Neurosci.

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The Approximate Number System (ANS) allows humans and non-human animals to estimate large quantities without counting. It is most commonly studied in visual contexts (i.e., with displays containing different numbers of dots), although the ANS may operate on all approximate quantities regardless of modality (e.g., estimating the number of a series of auditory tones). Previous research has shown that there is a link between ANS and mathematics abilities, and that this link is resilient to differences in visual experience (Kanjlia et al., 2018). However, little is known about the function of the ANS and its relationship to mathematics abilities in the absence of other types of sensory input. Here, we investigated the acuity of the ANS and its relationship with mathematics abilities in a group of students from the Sichuan Province in China, half of whom were deaf. We found, consistent with previous research, that ANS acuity improves with age. We found that mathematics ability was predicted by Non-verbal IQ and Inhibitory Control, but not visual working memory capacity or Attention Network efficiencies. Even above and beyond these predictors, ANS ability still accounted for unique variance in mathematics ability. Notably, there was no interaction with hearing, which indicates that the role played by the ANS in explaining mathematics competence is not modulated by hearing capacity. Finally, we found that age, Non-verbal IQ and Visual Working Memory capacity were predictive of ANS performance when controlling for other factors. In fact, although students with hearing loss performed slightly worse than students with normal hearing on the ANS task, hearing was no longer significantly predictive of ANS performance once other factors were taken into account. These results indicate that the ANS is able to develop at a consistent pace with other cognitive abilities in the absence of auditory experience, and that its relationship with mathematics ability is not contingent on sensory input from hearing.

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“…CHL show delays in abstract counting (counting without the support of concrete manipulatives), understanding of counting principles, and slower progress in standardized mathematic achievement tests that require more than just arithmetic (for a review, see Gottardis, Nunes, & Lunt, 2011). Such delays have been ascribed to deficits in early experiences with quantitative concepts (Kritzer, 2009a(Kritzer, , 2009bNunes & Moreno, 2002), and sensory-and language-based differences in the ways that CHL and CNH process information (Marschark, Spencer, Adams, & Sapere, 2011). Whether or not CHL have a deficit in the ANS has not been considered in detail in previous studies.…”

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confidence: 99%

The approximate number system and domain‐general abilities as predictors of math ability in children with normal hearing and hearing loss

Bull

Marschark

Nordmann

et al. 2017

British J of Dev Psycho

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Many children with hearing loss (CHL) show a delay in mathematical achievement compared to children with normal hearing (CNH). This study examined whether there are differences in acuity of the approximate number system (ANS) between CHL and CNH, and whether ANS acuity is related to math achievement. Working memory (WM), short-term memory (STM), and inhibition were considered as mediators of any relationship between ANS acuity and math achievement. Seventy-five CHL were compared with 75 age- and gender-matched CNH. ANS acuity, mathematical reasoning, WM, and STM of CHL were significantly poorer compared to CNH. Group differences in math ability were no longer significant when ANS acuity, WM, or STM was controlled. For CNH, WM and STM fully mediated the relationship of ANS acuity to math ability; for CHL, WM and STM only partially mediated this relationship. ANS acuity, WM, and STM are significant contributors to hearing status differences in math achievement, and to individual differences within the group of CHL. Statement of contribution What is already known on this subject? Children with hearing loss often perform poorly on measures of math achievement, although there have been few studies focusing on basic numerical cognition in these children. In typically developing children, the approximate number system predicts math skills concurrently and longitudinally, although there have been some contradictory findings. Recent studies suggest that domain-general skills, such as inhibition, may account for the relationship found between the approximate number system and math achievement. What does this study adds? This is the first robust examination of the approximate number system in children with hearing loss, and the findings suggest poorer acuity of the approximate number system in these children compared to hearing children. The study addresses recent issues regarding the contradictory findings of the relationship of the approximate number system to math ability by examining how this relationship varies across children with normal hearing and hearing loss, and by examining whether this relationship is mediated by domain-general skills (working memory, short-term memory, and inhibition).

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Families With Young Deaf Children and the Mediation of Mathematically Based Concepts Within a Naturalistic Environment

Cited by 16 publications

References 27 publications

The development of early numeracy in deaf and hard of hearing children acquiring spoken language

The development of early numeracy in deaf and hard of hearing children acquiring spoken language

Approximate Number Sense in Students With Severe Hearing Loss: A Modality-Neutral Cognitive Ability

The approximate number system and domain‐general abilities as predictors of math ability in children with normal hearing and hearing loss

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