Measuring metacognition: a prospect for objective assessment.
This study compares the performances of students with typical hearing, students who are deaf and hard of hearing, students with typical hearing who were low-achieving, and students with typical hearing who were institutionally raised by testing with a newly constructed tool of metacognition that als...
| Publicado en: | Volta Review Vol. 108; no. 2; pp. 139 - 155 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Alexander Graham Bell Association for the Deaf
Fall2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105620383&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105620383 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00428639 VLT jtl: Volta Review issn: 00428639 maglogo: N pubinfo: dt: Fall2008 vid: 108 iid: 2 pid: 954 pub: Alexander Graham Bell Association for the Deaf place: Washington, District of Columbia artinfo: ui: 105620383 105620383 2010162902 10.17955/tvr.108.2.604 105620383 ppf: 139 ppct: 16 formats: fmt: @attributes: type: P tig: atl: Measuring metacognition: a prospect for objective assessment. aug: au: Al-Hilawani YA Dashti FA Abdullah AA affil: Associate Professor of Special Education, Department of Educational Psychology, Kuwait University, P.O. Box 13281 Kaifan, Coe No. 71953, Kuwait; yhilawani@netscape.net sug: subj: Cognition Evaluation Hearing Disorders In Infancy and Childhood Reaction Time Academic Achievement Child Children with Disabilities Child, Institutionalized Comparative Studies Descriptive Statistics Female Kuwait Male Multivariate Analysis of Covariance One-Way Analysis of Variance Pearson's Correlation Coefficient Post Hoc Analysis Scales Socioeconomic Factors Students, Elementary Task Performance and Analysis Human Child: 6-12 years Female Male ab: This study compares the performances of students with typical hearing, students who are deaf and hard of hearing, students with typical hearing who were low-achieving, and students with typical hearing who were institutionally raised by testing with a newly constructed tool of metacognition that also measured reaction time. Results revealed no significant differences between students with typical hearing and students who are deaf and hard of hearing in scores on the instrument and in reaction time. The performance of these two groups of students was significantly better in obtaining correct scores and in having less reaction time compared to performances of students who were institution-ally raised and low-achieving. The performance of institutionalized students did not differ significantly from that of low-achieving students in obtaining correct scores, but the institutionalized students' reaction time was significantly longer. When time was used as a factor in determining students' correct responses, the performance of institutionally raised and low-achieving students was disadvantaged when compared with that of students with typical hearing and students who are deaf and hard of hearing. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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