Linguistic delay may affect verbal mathematical abilities without impairing conceptual counting development, as deaf children's one-to-one correspondence understanding was age-appropriate¶

Claim · All claims
Evidence · 1 study · associational r1 · q1
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors interpret their data as showing deaf children's conceptual understanding of counting was close to that expected for their age and better than predicted by their knowledge of linguistic number symbols. → 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

q1 · i? · associational · r1

Authors' interpretation in the Discussion, offered as one of two alternative accounts of the pattern of shorter number strings with intact object-counting accuracy; it is an interpretation, not a separately tested result.

"Deaf children's conceptual understanding was thus close to that expected for their age and significantly better than would be predicted by their knowledge of linguistic symbols for numbers."

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 — a narrower finding that bears on this claim
• In object counting, deaf and hearing children make similar attention and principle errors, but deaf children make more number-string errors — 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