Numerical and real-world estimation abilities of deaf and hearing college students

Borgna, Georgianna; Walton, Dawn; Convertino, Carol; Marschark, Marc; Trussell, Jessica W.

doi:10.1080/14643154.2018.1437238

Cited by 4 publications

(2 citation statements)

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“…However, in this group, higher scores on the sarcasm stories were predicted by superior performance on the WJ-III Spatial Relations test. While the reasons for this dissociation are unclear, several other studies involving deaf and hearing college students engaged in cognitive tasks have found different predictors for the two groups (e.g., Borgna et al, 2018;Marschark et al, 2017;Marschark, Spencer, et al, 2015). The extent to which such differences derive from hearing status, language ability, educational background, or some other factor(s) remains to be determined.…”

Section: Discussionmentioning

confidence: 94%

Understanding Theory of Mind in Deaf and Hearing College Students

Marschark

Edwards

Peterson

et al. 2018

The Journal of Deaf Studies and Deaf Education

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Theory of Mind-the understanding that people have thoughts, wants, and beliefs that influence their interpersonal behavior -is an aspect of social cognition that develops with consistent, increasing complexity across age groups, languages, and cultures. Observed delays in theory of mind development among deaf children and others has led to a conversational account of theory of mind development and its delays in terms of the nature and amount of social communication experienced by children directly (conversationally) and indirectly (via overhearing). The present study explored theory of mind in deaf young adults by evaluating their understanding of sarcasm and advanced false belief (second-order false belief and double bluff), as well as related cognitive abilities. Consistent with previous studies, deaf participants scored significantly below hearing peers on all three theory of mind tasks. Performance was unrelated to their having had early access to social communication via either sign language (from deaf parents) or spoken language (through cochlear implants), suggesting that deaf participants' performance was not solely a function of access to social communication in early childhood. The finding of different predictors of theory of mind performance for deaf and hearing groups is discussed in terms of its language, social, and cognitive foundations.Theory of Mind (ToM), a key facet of social cognition, has been studied by developmental psychologists for decades (for reviews, see Wellman, 2011Wellman, , 2014 and is of broad interest to other disciplines (e.g., cognitive science, philosophy). In their seminal study, Premack and Woodruff (1978) defined ToM as the ability to "impute mental states to self and others" and to cognitively reason about these unobservable states (e.g., belief, knowledge, thinking) to "make predictions about the behavior of self and others" (p. 515). ToM thus involves "meta-representational development" (Baron-Cohen, Leslie, & Frith, 1985) and is "theory-like" in that it makes empirically testable predictions based on metacognitive reasoning about beliefs. As Garfield, Peterson, and Perry (2001) explained: "theory of mind is the cognitive achievement that enables us to report our propositional attitudes [thoughts], to attribute such attitudes to others, and to use such postulated or observed mental states in the prediction and explanation of behavior" (p. 494). Defined in that way, it is clear that acquisition of a ToM is a cognitively complex developmental achievement that is distinct both conceptually and empirically from other, simpler social skills and attributes-like general sociability, intent and desire perception, emotion recognition and empathy-that do not require a meta-representation and are already present in some form by late infancy.ToM typically is assessed using false-belief tasks requiring the prediction of the behavior of protagonists who hold false beliefs that the person being tested does not share. When used with hearing children, false belief tasks normally are spok...

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Section: Discussionmentioning

confidence: 94%

Understanding Theory of Mind in Deaf and Hearing College Students

Marschark

Edwards

Peterson

et al. 2018

The Journal of Deaf Studies and Deaf Education

Self Cite

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“…They need learning methods that can display concrete following what they have experienced. The mathematical learning approach that suits their (Borgna et al, 2018). They also need to be taught using rich concrete language, and teachers need to prevent them from fantasizing about the unknown.…”

Section: Selective Codingmentioning

confidence: 99%

How to Build Mathematical Abilities in Deaf Students? A Grounded Theory

Leton

2022

JPP

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How to Build Mathematical Abilities in Deaf Students? A Grounded Theory. Objective: This study aims to produce a conceptual model as a strategy for building mathematical abilities in deaf students. Methods: This is qualitative research with a grounded theory design involving 45 deaf students from four middle schools in Indonesia. Findings: The results of the data analysis at the open coding stage obtained five categories of visual, feeling, understanding, learning experience, and habits in learning mathematics. At the axial coding stage, mathematical understanding was used as the core category. While at the selective coding stage, a conceptual model was built where each category contributes to building mathematical abilities. Conclusion: That efforts are crucial to develop the mathematical abilities of deaf students comprehensively. This can be done by visualizing the problems, connecting the problems with the student environment, providing learning experiences with various questions, giving motivation, and increasing self-confidence using praise and more attention from parents or teachers.

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Effects of Age at Cochlear Implantation on Learning and Cognition: A Critical Assessment

Marschark

Duchesne

Pisoni

2019

Am J Speech Lang Pathol

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Purpose Age at cochlear implantation frequently is assumed to be a key predictor of pediatric implantation benefits, but outcomes related to learning and cognition appear inconsistent. This critical assessment examines relevant literature in an effort to evaluate the impact of age at implantation in those domains for individuals who received their devices as children. Method We examined 44 peer-reviewed articles from 2003 to 2018 considering age at implantation and conducted statistical analyses regarding its impact on several domains, including literacy, academic achievement, memory, and theory of mind. Results Across 167 assessments in various experiments and conditions, only 21% of the analyses related to age at implantation yielded evidence in favor of earlier implantation, providing greater benefits to academic achievement, learning, or cognition compared to implantation later in childhood. Among studies that considered cognitive processing (e.g., executive function, memory, visual–spatial functioning), over twice as many analyses indicated significant benefits of earlier implantation when it was considered as a discrete rather than a continuous variable. Conclusion Findings raise methodological, practical, and theoretical questions concerning how “early” is defined in studies concerning early cochlear implantation, the impact of confounding factors, and the use of nonstandard outcome measures. The present results and convergent findings from other studies are discussed in terms of the larger range of variables that need to be considered in evaluating the benefits of cochlear implantation and question the utility of considering age at implantation as a “gold standard” with regard to evaluating long-term outcomes of the procedure as a medical treatment/intervention for hearing loss. Supplemental Material https://doi.org/10.23641/asha.8323625

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Numerical and real-world estimation abilities of deaf and hearing college students

Cited by 4 publications

References 47 publications

Understanding Theory of Mind in Deaf and Hearing College Students

Understanding Theory of Mind in Deaf and Hearing College Students

How to Build Mathematical Abilities in Deaf Students? A Grounded Theory

Effects of Age at Cochlear Implantation on Learning and Cognition: A Critical Assessment

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