The approximate number system and domain-general abilities as predictors of math ability in children with normal hearing and hearing loss.
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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DOI：
10.1111/bjdp.12204
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发表时间：
2018-06
期刊：
影响因子：
--
通讯作者：
Skene WA
中科院分区：
文献类型：
--
作者：
Bull R;Marschark M;Nordmann E;Sapere P;Skene WA
许多听力损失儿童（CHL）与听力正常儿童（CNH）相比，在数学成绩方面表现出延迟。本研究旨在探讨CHL和CNH的近似数制（ANS）的敏锐度是否存在差异，以及ANS敏锐度是否与数学成绩有关。工作记忆（WM），短期记忆（STM）和抑制被认为是ANS敏锐度和数学成绩之间的任何关系的介质。75例CHL与75例年龄和性别匹配的CNH进行了比较。CHL的ANS敏锐度、数学推理、WM和STM显著差于CNH。当ANS敏锐度、WM或STM被控制时，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是显著贡献者的数学成绩的听力状态差异，并在CHL组内的个体差异。
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 were 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.
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