I Am "Not" Unskilled and Unaware: Deaf and Hearing Learners' Self-Assessments of Linguistic and Nonlinguistic Skills

Autor/inn/en	Walton, Dawn; Borgna, Georgianna; Marschark, Marc; Crowe, Kathryn; Trussell, Jessica
Titel	I Am "Not" Unskilled and Unaware: Deaf and Hearing Learners' Self-Assessments of Linguistic and Nonlinguistic Skills
Quelle	In: European Journal of Special Needs Education, 34 (2019) 1, S.20-34 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2018.1435010
Schlagwörter	Deafness; Hearing (Physiology); Language Skills; Feedback (Response); English; Vocabulary Skills; Sign Language; Language Fluency; Comparative Analysis; Self Evaluation (Individuals); Metacognition; Written Language; College Students; Rating Scales; Reliability; Pretests Posttests; Freehand Drawing; American Sign Language + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Gehör; Hören; Language skill; Sprachkompetenz; English language; Englisch; Aktiver Wortschatz; Gebärdensprache; Language skills; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Geschriebene Sprache; Collegestudent; Rating-Skala; Reliabilität; Drawing; Zeichnen
Abstract	The "unskilled and unaware effect" refers to the finding that individuals who are less knowledgeable or less skilled in a domain are relatively less able to evaluate their level of skill or effectively utilise feedback relative to individuals who are more skilled. Studies finding deaf students less accurate than hearing students in estimating their English vocabulary knowledge and in judging how much they are learning from material presented via sign language have attributed those results to the unskilled and unaware effect, citing the lack of language fluencies frequently demonstrated among deaf learners. The present study addressed the issue more directly by comparing both deaf and hearing individuals who were more and less skilled in four domains, three linguistic and one nonlinguistic. Results indicated that even individuals who are unskilled in a nonlinguistic domain can evaluate their performance when they are aware of what skilled performance would look like, and that unskilled and unaware effects can be influenced by individuals' desires to be skilled. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01