Bull Rebecca, Marschark Marc, Nordmann Emily, Sapere Patricia, Skene Wendy A
Nanyang Technological University, Singapore.
Rochester Institute of Technology, Rochester, New York, USA.
Br J Dev Psychol. 2018 Jun;36(2):236-254. doi: 10.1111/bjdp.12204. Epub 2017 Aug 29.
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).
与听力正常的儿童（CNH）相比，许多听力损失儿童（CHL）在数学成绩方面表现出延迟。本研究调查了CHL和CNH在近似数系统（ANS）敏锐度上是否存在差异，以及ANS敏锐度是否与数学成绩相关。工作记忆（WM）、短期记忆（STM）和抑制被视为ANS敏锐度与数学成绩之间任何关系的中介因素。将75名CHL与75名年龄和性别匹配的CNH进行比较。与CNH相比，CHL的ANS敏锐度、数学推理、WM和STM明显较差。当控制ANS敏锐度、WM或STM时，数学能力的组间差异不再显著。对于CNH，WM和STM完全介导了ANS敏锐度与数学能力之间的关系；对于CHL，WM和STM仅部分介导了这种关系。ANS敏锐度、WM和STM是听力状态在数学成绩差异以及CHL组内个体差异的重要因素。贡献声明关于该主题已知的内容有哪些？听力损失儿童在数学成绩测试中通常表现不佳，尽管很少有研究关注这些儿童的基本数字认知。在典型发育的儿童中，近似数系统能同时和纵向预测数学技能，尽管存在一些矛盾的发现。最近的研究表明，诸如抑制等领域通用技能可能解释了近似数系统与数学成绩之间的关系。本研究增加了什么？这是对听力损失儿童近似数系统的首次有力研究，研究结果表明与听力正常儿童相比，这些儿童的近似数系统敏锐度较差。该研究通过考察这种关系在听力正常和听力损失儿童中的差异，以及考察这种关系是否由领域通用技能（工作记忆、短期记忆和抑制）介导，解决了最近关于近似数系统与数学能力关系的矛盾发现的问题。
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