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Related Experiment Video

Updated: Apr 18, 2026

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
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Number processing and arithmetic skills in children with cochlear implants.

Silvia Pixner1, Martin Leyrer2, Korbinian Moeller3

  • 1Institute of Applied Psychology, UMIT - The Health and Life Sciences University Hall in Tyrol, Austria.

Frontiers in Psychology
|January 8, 2015
PubMed
Summary
This summary is machine-generated.

Children with cochlear implants (CI) show general and specific impairments in arithmetic skills, particularly with place-value understanding. Despite language challenges, they can learn math, but may struggle with complex operations.

Keywords:
cochlear implantsmultiplicationnumber line estimationnumber processingsubtraction

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Speech and Hearing Sciences

Background:

  • Hearing impairment and associated language deficits are linked to challenges in academic skills.
  • The specific impact of hearing loss and language development on arithmetic skill acquisition remains underexplored.

Purpose of the Study:

  • To investigate numerical and arithmetic performance in children with cochlear implants (CI) compared to hearing peers.
  • To identify general and specific arithmetic difficulties in children with CI.

Main Methods:

  • Compared arithmetic performance of 45 children with CI to age- and intelligence-matched controls.
  • Assessed numerical processing, calculation (multiplication, subtraction), and number line estimation.

Main Results:

  • Children with CI showed higher rates of dyscalculia symptoms and slower multiplication/subtraction.
  • They exhibited less accurate number line estimations.
  • Specific difficulties emerged in place-value processing, especially during subtraction requiring borrowing and complex number line tasks.

Conclusions:

  • Children with CI demonstrate both general and specific arithmetic impairments, particularly in place-value understanding.
  • Despite initial language atypicalities, CI children can acquire arithmetic skills, but specific challenges persist.
  • Language mediation of place-value understanding may explain the specific difficulties observed in hearing-impaired children.