In object counting, deaf and hearing children make similar attention and principle errors, but deaf children make more number-string errors¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across age groups, attention and principle error rates did not differ by hearing status, while deaf children produced more sequence number counting errors. → Jacqueline Leybaert and Marie-Noëlle Van Cutsem 2002

Evidence¶

Jacqueline Leybaert and Marie-Noëlle Van Cutsem 2002¶

Jacqueline Leybaert and Marie-Noëlle Van Cutsem. (2002). Counting in Sign Language. Journal of Experimental Child Psychology. https://doi.org/10.1006/jecp.2002.2660

q2 · i? · associational · r1

Descriptive error analysis (Table 1) of object-counting trials for all 28 hearing and 16 deaf children who passed the small and medium sets; percentages of attention, principle, and number-string errors are reported without statistical tests.

"On average across the three age groups, there were no differences in attention or principle errors between deaf and hearing children, but deaf children made more sequence number counting errors (see the two "All" columns)."

Discussion¶

Learner Variables¶

• Access — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Cross-cultural evidence: adults without a counting system fail to develop exact representations of numbers beyond 3 or 4 despite a normal ANS — related
• Deaf children produce shorter conventional number strings in abstract counting than hearing children of the same school level, with a roughly 2-year delay — related
• Deaf and hearing children do not differ in accuracy of object counting or creating sets of a given cardinality up to 14 items — related
• Linguistic delay may affect verbal mathematical abilities without impairing conceptual counting development, as deaf children's one-to-one correspondence understanding was age-appropriate — related
• Deaf children's abstract-counting errors reflect the rule-bound base-5 structure of Belgian French Sign Language: they stop at production-rule boundaries and make fewer omission errors than hearing children — related
• Novices and experts committed similar total error numbers but different error types in computer work — related