Metacognition and Group Differences: A Comparative Study

Autor/in	Al-Hilawani, Yasser A.
Titel	Metacognition and Group Differences: A Comparative Study
Quelle	In: Exceptionality, 22 (2014) 3, S.173-189 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2013.872565
Schlagwörter	Metacognition; Deafness; Hearing Impairments; Foreign Countries; Public Schools; Comparative Analysis; Pictorial Stimuli; Visual Discrimination; Private Schools; Reaction Time; Scores; Mild Mental Retardation; Age Differences; Cognitive Processes; Elementary School Students; Special Schools; Single Sex Schools; English; Language of Instruction; International Schools; Problem Solving; Logical Thinking; Statistical Analysis; Gender Differences; Semitic Languages; Arabs + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Ausland; Public school; Öffentliche Schule; Fantasieanregung; Private school; Privatschule; Reaktionsvermögen; Age; Difference; Age difference; Altersunterschied; Cognitive process; Kognitiver Prozess; Special school; Sonderschule; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; English language; Englisch; Teaching language; Unterrichtssprache; International school; Internationale Schule; Problemlösen; Statistische Analyse; Geschlechterkonflikt; Arabisch; Hebräisch; Arab; Araber
Abstract	In this study, metacognition refers to performing visual analysis and discrimination of real life events and situations in naïve psychology, naïve physics, and naïve biology domains. It is used, along with measuring reaction time, to examine differences in the ability of four groups of students to select appropriate pictures that correspond with other pictures representing specific events, actions, or behaviors. Results showed no significant differences between deaf, hearing students from public Arabic schools, and hearing multinational students from private English school when correct responses were measured based on reaction time. These three groups of students obtained significantly higher correct scores and took significantly less reaction time to respond to items on the test compared to students with mild mental disabilities. This study suggests that students' age, processing time, and nuances that accompany the behavior could be advanced toward developing a model that explains inter- and intra-differences in metacognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10