The subtraction borrowing effect is more pronounced in children with cochlear implants than in hearing peers¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A significant borrow × group interaction showed the borrowing effect on error rates was larger for children with CI (25.0% vs. 16.1% errors) than for NH controls. → Pixner 2014

Evidence¶

Pixner 2014¶

Pixner, S., Leyrer, M., and Moeller, K. (2014). Number processing and arithmetic skills in children with cochlear implants. Frontiers in Psychology 5:1479. https://doi.org/10.3389/fpsyg.2014.01479

q3 · i? · associational · r2

Two-way ANOVA (borrow vs. non-borrow problems × group, CE covariate) on the subtraction task error rates; the "borrowing effect was indeed more pronounced for children with CI as compared to NH controls". The main group effect on errors was not reliable (p = 0.10).

"the significant interaction of borrow and participant group [F(1,91) = 4.82, p < 0.05] indicated that the borrowing effect was indeed more pronounced for children with CI as compared to NH controls (25.0% vs. 16.1% errors, respectively"

Discussion¶

Related Claims¶

• Children with cochlear implants are generally slower than hearing peers in multiplication and subtraction but show comparable error profiles
• In children with cochlear implants, hearing age correlates with fewer non-table multiplication errors and faster borrow subtraction, unlike in hearing peers
• Number line estimation error increases more strongly for children with cochlear implants when the range extends from 0–100 to 0–1000
• Children with cochlear implants show an increased rate of dyscalculia indications on a standardized arithmetic test — related