Number line estimation error increases more strongly for children with cochlear implants when the range extends from 0–100 to 0–1000¶

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 number line range × group interaction showed estimation error increased more from the 0–100 to the 0–1000 range for children with CI (8.5% vs. 4.2% increase) than for controls, who also had larger overall errors (10.8% vs. 7.0%). → 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

Paper-pencil number-to-position task (36 trials, 0–100 and 0–1000 ranges) analyzed as percent absolute estimation error in a two-way ANOVA with CE covariate; the range × group interaction was reliable, F(1,91) = 11.77, p < 0.01, with the "increase of estimation error ... more pronounced for children with CI".

"The interaction indicated that the increase of estimation error from the 0 to 100 to the 0 to 1000 number line range was more pronounced for children with CI than for hearing controls (8.5% vs. 4.2% increase in misplacement, respectively"

Discussion¶

Related Claims¶

• Children with cochlear implants show an increased rate of dyscalculia indications on a standardized arithmetic test
• The subtraction borrowing effect is more pronounced in children with cochlear implants than in hearing peers
• 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 — related