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Related Experiment Video

Updated: Aug 16, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

Deafness and early language deprivation influence arithmetic performances.

Margot Buyle¹, Virginie Crollen¹

¹Psychological Sciences Research Institute (IPSY) and Institute of Neuroscience (IoNS), Université catholique de Louvain, Louvain-la-Neuve, Belgium.

Frontiers in Human Neuroscience

|December 19, 2022

Summary

Deaf adults showed slower performance in both subtraction and multiplication tasks compared to hearing individuals. This difference was more significant for multiplication, suggesting language

Keywords:

arithmetic deafness multiplication sign language subtraction verbal visuospatial

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Last Updated: Aug 16, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

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Published on: August 28, 2021

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Published on: June 30, 2020

Area of Science:

Cognitive Psychology
Linguistics
Neuroscience

Background:

Deaf individuals often face mathematical challenges compared to hearing peers.
The impact of deafness and early language deprivation on specific arithmetic types (verbal vs. visuospatial) remains debated.

Purpose of the Study:

To investigate whether deafness and language deprivation differentially affect verbal (multiplication) and visuospatial (subtraction) arithmetic.
To compare the performance of deaf signers, hearing signers, and hearing controls on arithmetic tasks.

Main Methods:

Three groups of 21 adults (deaf signers, hearing signers, hearing controls) participated.
Participants performed subtraction and multiplication operations under speed and accuracy conditions.
Reaction times and accuracy were recorded for each operation and group.

Main Results:

No significant differences in accuracy were observed across the three groups for either operation.
Deaf participants exhibited slower reaction times for both subtraction and multiplication compared to hearing groups.
The performance difference between deaf and hearing groups was more pronounced for multiplication than for subtraction.

Conclusions:

Deafness appears to impact the speed of arithmetic processing, particularly for multiplication.
Hypotheses include weaker phonological representations for multiplication facts and increased sensitivity to interference in deaf individuals.
Further research is needed to fully understand the cognitive mechanisms underlying these arithmetic performance differences.