Measuring Metacognition and Reaction Time: Further Findings on the Performances of General Education, Low-Achieving, and Institutionally Raised Students

Autor/inn/en	Al-Hilawani, Yasser A.; Abdullah, Ahmad A.
Titel	Measuring Metacognition and Reaction Time: Further Findings on the Performances of General Education, Low-Achieving, and Institutionally Raised Students
Quelle	In: Journal of International Special Needs Education, 13 (2010), S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Reaction Time; General Education; Metacognition; Low Achievement; Scores; Intelligence Quotient; Problem Solving; Academic Achievement; Short Term Memory; Attention; Disabilities; Stimuli; Learning Disabilities; Special Education; Foreign Countries; Children; Test Items; Effect Size; Correlation; Kuwait + Suchen Sie Ihr Suchwort? Reaktionsvermögen; Allgemein bildendes Schulwesen; Allgemeinbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Unterdurchschnittliche Leistung; Intelligenzquotient; Problemlösen; Schulleistung; Kurzzeitgedächtnis; Aufmerksamkeit; Handicap; Behinderung; Anreizsystem; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Child; Kind; Kinder; Test content; Testaufgabe; Korrelation
Abstract	The purpose of this study was to use the picture format to examine in depth the metacognitive performances and reaction time in general education, low-achieving, and institutionally raised students. Results revealed that institutionally raised students, unlike low-achieving students, took significantly the longest reaction time to finish the test but obtained correct scores comparable to general education students only when accounting for the effect of school achievements. The performances of low-achieving and institutionally raised students were at disadvantage on the test of metacognition when time was used as a factor to determine correct responses. (Contains 2 tables.) (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. Tel: 888-232-7733; e-mail: jisne.dises@gmail.com; Web site: http://www.cec.sped.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10