TY - JOUR
T1 - Metacognitive performances of hearing students and of students who are deaf and hard-of-hearing on two types of measures
T2 - Visual-voiced and visual-visual stimuli
AU - Al-Hilawani, Yasser A.
N1 - Funding Information:
The findings reported here are based on research funded by Kuwait University under Grant No. TP01/04. No restrictions have been imposed on free access to, or publication of, the research data. The content of this publication does not necessarily reflect the views or policies of Kuwait University, nor does mention of trade names, commercial products, or organisations imply endorsement by Kuwait University. Opinions reflect those of the author and do not necessarily reflect those of the funding agency. The author had no financial or other conflicts of interest.
PY - 2008/12
Y1 - 2008/12
N2 - A small sample of 20 hearing students and 20 students who are deaf and hard-of-hearing participated in this study, which compared their performances on two measures of metacognition. The first measure required participants to visually analyse real-life pictures and then to choose a response from four options (voiced or signed) indicating which was the best explanation of what was depicted. The second measure required participants to look at five pictures and then to point to the picture that was different. Results identified no significant differences between the performances of the two groups of students on either measure. Males in both groups performed at comparable levels on the two measures, whereas females who were hearing and those who were deaf or hard-of-hearing performed significantly better on the visual-voiced measure than on the visual-visual measure. Limitations of this study and recommendations for future research are discussed.
AB - A small sample of 20 hearing students and 20 students who are deaf and hard-of-hearing participated in this study, which compared their performances on two measures of metacognition. The first measure required participants to visually analyse real-life pictures and then to choose a response from four options (voiced or signed) indicating which was the best explanation of what was depicted. The second measure required participants to look at five pictures and then to point to the picture that was different. Results identified no significant differences between the performances of the two groups of students on either measure. Males in both groups performed at comparable levels on the two measures, whereas females who were hearing and those who were deaf or hard-of-hearing performed significantly better on the visual-voiced measure than on the visual-visual measure. Limitations of this study and recommendations for future research are discussed.
KW - Deaf
KW - Metacognition
KW - Visual analyses
KW - Voiced stimuli
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U2 - 10.1080/10349120802489554
DO - 10.1080/10349120802489554
M3 - Article
AN - SCOPUS:56749185230
SN - 1034-912X
VL - 55
SP - 331
EP - 339
JO - International Journal of Disability, Development and Education
JF - International Journal of Disability, Development and Education
IS - 4
ER -