Visual Analyses and Discriminations: One Approach to Measuring Students' Metacognition

Autor/in	Al-Hilawani, Yasser A.
Titel	Visual Analyses and Discriminations: One Approach to Measuring Students' Metacognition
Quelle	In: American Annals of the Deaf, 151 (2006) 1, S.16-24 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Visual Discrimination; Metacognition; Deafness; Partial Hearing; Mild Mental Retardation; Students; Cognitive Measurement; Statistical Analysis; Physical Disabilities; Foreign Countries; Special Education; Correlation; Photography; Comparative Analysis; Visual Perception; Cognitive Processes; United Arab Emirates + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gehörlosigkeit; Taubstummheit; Hörbehinderung; Student; Schüler; Schülerin; Studentin; Statistische Analyse; Physical handicap; Körperbehinderung; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Korrelation; Fotografie; Visuelle Wahrnehmung; Cognitive process; Kognitiver Prozess; Vereinigte Arabische Emirate
Abstract	The metacognitive performance of four groups of students was examined. The students' processes of visual analysis and discrimination of real-life pictures were used to measure metacognition. There were 61 participants: 18 hearing students, 18 deaf and hard of hearing students, 16 students with mild mental disabilities, and 9 students with physical disabilities. Analysis revealed no significant differences among hearing students, deaf and hard of hearing students, and students with physical disabilities. The performance of these three groups of students was significantly better than the performance of students with mild mental disabilities. It appears that students with mild mental disabilities encountered difficulties with pictures that required complex visual analyses and discriminations. These difficulties were manifested in a form of deficient simultaneous visual processing along with a low level of knowledge acquisition. (Contains 1 table.) (Author).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10