LAUSR

Studies involving congenitally blind adults shows that visual experience is not a mandatory prerequisite for the emergence of efficient numerical abilities. It remains however unknown whether blind adults developed lifelong strategies to compensate for the absence of foundations vision would provide in infancy. We therefore assessed basic numerical abilities in blind and sighted children of 6 to 13 years old. We also assessed verbal and spatial working memory abilities and their relationship with mental arithmetic in both groups. Blind children showed similar or better numerical abilities as compared to the sighted. Blind children also outperformed their sighted peers in every task assessing verbal working memory and demonstrated a similar spatial span. The correlation between arithmetic and the spatial sketchpad was stronger in blind relative to sighted children while the correlations between arithmetic and the other two components (the central executive and the phonological loop) were not affected by early visual experience. Our data suggest that early blindness does not impair the development of basic numerical competencies in children but influences the associations between arithmetic and some working memory subcomponents.