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.
| Original language | English |
|---|---|
| Pages (from-to) | 16-24 |
| Number of pages | 9 |
| Journal | American Annals of the Deaf |
| Volume | 151 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Mar 2006 |
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ASJC Scopus subject areas
- Rehabilitation
- Health Professions(all)
- Education
Cite this
Visual analyses and discriminations : One approach to measuring students' metacognition. / Al-Hilawani, Yasser A.
In: American Annals of the Deaf, Vol. 151, No. 1, 03.2006, p. 16-24.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Visual analyses and discriminations
T2 - One approach to measuring students' metacognition
AU - Al-Hilawani, Yasser A.
PY - 2006/3
Y1 - 2006/3
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=33745813909&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33745813909&partnerID=8YFLogxK
U2 - 10.1353/aad.2006.0012
DO - 10.1353/aad.2006.0012
M3 - Article
C2 - 16856642
AN - SCOPUS:33745813909
VL - 151
SP - 16
EP - 24
JO - American Annals of the Deaf
JF - American Annals of the Deaf
SN - 0002-726X
IS - 1
ER -