ArticleFrontiers in human neuroscience2021
Approximate Number Sense in Students With Severe Hearing Loss: A Modality-Neutral Cognitive Ability.
Article in Frontiers in human neuroscience, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed, 2 citations in OpenAlex.
- Language experience matters for the emergence of early numerical concepts.NPJ science of learning · 2023Article
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Authors and funding
5 authors at 4 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The Approximate Number System (ANS) allows humans and non-human animals to estimate large quantities without counting. It is most commonly studied in visual contexts (i.e., with displays containing different numbers of dots), although the ANS may operate on all approximate quantities regardless of modality (e.g., estimating the number of a series of auditory tones). Previous research has shown that there is a link between ANS and mathematics abilities, and that this link is resilient to differences in visual experience (Kanjlia et al., 2018). However, little is known about the function of the ANS and its relationship to mathematics abilities in the absence of other types of sensory input. Here, we investigated the acuity of the ANS and its relationship with mathematics abilities in a group of students from the Sichuan Province in China, half of whom were deaf. We found, consistent with previous research, that ANS acuity improves with age. We found that mathematics ability was predicted by Non-verbal IQ and Inhibitory Control, but not visual working memory capacity or Attention Network efficiencies. Even above and beyond these predictors, ANS ability still accounted for unique variance in mathematics ability. Notably, there was no interaction with hearing, which indicates that the role played by the ANS in explaining mathematics competence is not modulated by hearing capacity. Finally, we found that age, Non-verbal IQ and Visual Working Memory capacity were predictive of ANS performance when controlling for other factors. In fact, although students with hearing loss performed slightly worse than students with normal hearing on the ANS task, hearing was no longer significantly predictive of ANS performance once other factors were taken into account. These results indicate that the ANS is able to develop at a consistent pace with other cognitive abilities in the absence of auditory experience, and that its relationship with mathematics ability is not contingent on sensory input from hearing.
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