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COUNTING-PROCESSES IN DEAF CHILDRENS ARITHMETIC
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DOI：10.1111/j.2044-8295.1983.tb01874.x.png)
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摘要
En 中文
Ten profoundly deaf children and 10 hearing controls matched for arithemtical achievement were given integer additions to classify as right or wrong. Hearing children perform this task by using covert counting strategies which have been assumed to be subvocal. In view of deaf children''s poor spoken language abilities, it was expected that the deaf group would make little or no use of such covert counting strategies and would rely more on alternative methods such as recalling learned number facts from long-term memory. The results failed to confirm this expectation and showed that classification times for the deaf were generally consistent with the same counting model as for the hearing. There was no difference between the groups in responses to correct sums involving ties or to incorrect sums, potential indicators of the use of associative retrieval. Evidently, the covert counting processes of both deaf and hearing children in integer addition do not involve subvocalization. Alternative possibilities and genreal implications of this result for the educaton of the deaf are discussed.
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