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

Rebecca Bull*, Marc Marschark, Emily Nordmann, Patricia Sapere, Wendy A. Skene

*Corresponding author for this work

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)236-254
Number of pages19
JournalBritish Journal of Developmental Psychology
Volume36
Issue number2
DOIs
Publication statusPublished - Jun 2018
Externally publishedYes

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