Visual analyses and discriminations: One approach to measuring students' metacognition

Yasser A. Al-Hilawani*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

12 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)16-24
Number of pages9
JournalAmerican Annals of the Deaf
Issue number1
Publication statusPublished - Mar 2006
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Speech and Hearing


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