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1.
The metacognitive performance of 87 hearing and 20 deaf/hard of hearing students was examined. The hearing students consisted of 42 males (mean age 15.6 years) and 45 females (mean age 15.4 years). The deaf/hard of hearing students consisted of 13 males (mean age 16.9 years) and 7 females (mean age 15.9 years). Metacognition was conceptualized in terms of choosing the best response to problematic situations drawing upon problem-solving and logical reasoning skills. In the test, pictures represented various daily life interactions. There was no significant difference between hearing and deaf/hard of hearing students in metacognitive performance, nor was there a gender-based significant difference among the deaf/hard of hearing students. However, hearing female students scored significantly higher on the metacognitive test than hearing male students. Further analysis of the study findings possibly would show students' overall performance on the metacognitive test to be independent of grade point average. Analysis did show, however, a significant negative correlation between test performance and grades in Arabic among deaf/hard of hearing students.  相似文献   

2.
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.  相似文献   

3.
The study examined the ability of deaf and hearing students at the college and middle school levels to discern and apply knowledge of printed word morphology. There were 70 deaf and 58 hearing participants. A two-part paper-and-pencil test of morphological knowledge examined subjects' ability to (a) perceive segmentation of morphemes within printed words and (b) recognize meanings associated with various printed morphemes. The hearing college students performed best on every dependent measure of the two-part test. The deaf college students scored significantly lower than the hearing college students but similarly to the hearing middle school students. Deaf middle school students consistently scored the lowest on both parts of the test. While all students' performance declined as the difficulty of the morphemic content increased within both tasks, the decline was greatest among middle school deaf students. Although segmentation and semantic analysis skills necessary to morphographic decoding were apparent in the deaf students, their mastery levels fell significantly below those of the hearing subjects.  相似文献   

4.
The extent to which cognitive development and abilities are dependent on language remains controversial. In this study, the analogical reasoning skills of deaf and hard of hearing children are explored. Two groups of children (deaf and hard of hearing children with either cochlear implants or hearing aids and hearing children) completed tests of verbal and spatial analogical reasoning. Their vocabulary and grammar skills were also assessed to provide a measure of language attainment. Results indicated significant differences between the deaf and hard of hearing children (regardless of type of hearing device) and their hearing peers on vocabulary, grammar, and verbal reasoning tests. Regression analyses revealed that in the group of deaf and hard of hearing children, but not in the hearing group, the language measures were significant predictors of verbal analogical reasoning, when age and spatial analogical reasoning ability were controlled for. The implications of these findings are discussed.  相似文献   

5.
In this study, metacognition refers to performing visual analysis and discrimination of real life events and situations in naïve psychology, naïve physics, and naïve biology domains. It is used, along with measuring reaction time, to examine differences in the ability of four groups of students to select appropriate pictures that correspond with other pictures representing specific events, actions, or behaviors. Results showed no significant differences between deaf, hearing students from public Arabic schools, and hearing multinational students from private English school when correct responses were measured based on reaction time. These three groups of students obtained significantly higher correct scores and took significantly less reaction time to respond to items on the test compared to students with mild mental disabilities. This study suggests that students' age, processing time, and nuances that accompany the behavior could be advanced toward developing a model that explains inter- and intra-differences in metacognition.  相似文献   

6.
This paper focuses on a training program in inductive reasoning for first-grade students and presents the direct results as well as the longitudinal effects of the evaluation study. The training is based on Klauer's theory of inductive reasoning and on his “Cognitive training for children” concept (Klauer, 1989a). The training program consists of 120 problems which can be solved through inductive reasoning. The tools for the training exercises were selected to correspond with the age of the targeted cohort. The experimental group in the study consisted of 90 students, whereas the control group was made up of 162. An inductive reasoning test was used in the pre- and posttest as well as in the follow-up study (one year later). The test comprised 33 figural, non-verbal items (Cronbach α = .86). On the posttest, the experimental group significantly outperformed the control group by more than one standard deviation. The experimental group scored significantly higher in each skill area targeted by the training. The most noticeable development was found in system formation. No gender differences were detected on the pre- or the posttest. The effect size of the training program was d = 1.12. In the follow-up study, the experimental group still significantly outperformed the control group; however, their respective levels of development had not changed in this one-year period. Thus, the training effect proved to be stable over time independent of individual students’ original level of inductive reasoning. This study provided evidence that inductive reasoning could be developed very effectively at this early age.  相似文献   

7.
This study was planned with the knowledge that the tasks of reading require the same acquisition of skills, whether a child is hearing or deaf, monolingual, or bilingual. Reading and language research literature was reviewed. Subjects were 31 deaf students (7.9-17.9 years of age) who attended one of three U.S. programs. Performance on 15 language and literacy measures was analyzed. Results were that students who scored highest on a passage-comprehension measure also were more able (a) to provide synonyms, antonyms, and analogies of read words and phrases, (b) to read more listed words, and (c) to substitute one phoneme more correctly for another to create new words than were readers with lower scores. Two groups of students also were compared: a Longer Exposure to English Group (n = 22) who used Signing Exact English (SEE) for 5 years or more and a Shorter Exposure Group (n = 8) exposed to SEE for less than 2 years. A correlational analysis revealed that there were no significant relationships among 14 background variables with the exception of "age of identification of hearing loss," a variable then covaried in subsequent analysis of covariance. Students in the Longer Exposure Group scored higher on all measures. Significant differences were found between groups for short-term memory, receptive and expressive English, and five phonological subtests. Mini-case studies and the performance of eight students in the Longer Exposure Group who scored lowest on the comprehension measure also are discussed.  相似文献   

8.
The prevalence OF mental health problems among youth with hearing loss was assessed with an adjusted version of the Dutch rendition of the Youth Self Report, or YSR (Achenbach, 1991). The sample totaled 202 youth, aged 11-18 years, with auditory disabilities. The prevalence rates of externalizing problems, internalizing problems, and moderate to severe overall mental health problems were found to be 2-3 times higher than in a normative sample. Deaf participants scored significantly higher than hard of hearing participants in these areas. Main-streamed participants scored significantly lower than peers in schools for the deaf or for the hard of hearing. Participants with low IQ scores showed significantly more internalizing and social problems than those with moderate to high scores. The adjusted YSR is recommended for screening in schools and in mental health services for youth with hearing loss for prevention and early intervention.  相似文献   

9.
Patterns of spelling in young deaf and hard of hearing students   总被引：1，自引：0，他引：1  
The study examined the invented spelling abilities demonstrated by kindergarten and first-grade deaf and hard of hearing students. The study included two parts: In Part 1, the researcher compared three groups (deaf, hard of hearing, and hearing) using posttesting only on the Early Reading Screening Inventory, or ERSI (Morris, 1998), and in part 2 collected and analyzed samples of the spelling of deaf students in a Total Communication program. Analysis showed that the deaf group performed significantly differently in three areas: concept of word, word recognition, and phoneme awareness ("invented spelling"; Read, 1971). The deaf group outperformed the hearing and hard of hearing groups in concept of word and word recognition. But in phoneme awareness, the deaf group performed significantly less well than the hearing group. Therefore, the deaf group's spelling was followed for 1 year. Deaf students' spelling patterns were not the same as those of hearing and hard of hearing students. Deaf students' spelling miscues were directly related to the cueing systems of lipreading, signing, and fingerspelling.  相似文献   

10.
This article presents a rich context of information for interpreting Stanford Achievement Test scores and for describing the achievement of deaf and hard-of-hearing students. The publisher's national norming of the Stanford Achievement Test provides a context of actual performance of hearing students. The publisher's Performance Standards provide a context of expectations for hearing students as determined by a panel of experts. The Gallaudet Research Institute's norming of the test on a national sample of deaf and hard-of-hearing students provides a context of test performance by this special population. A smaller subsample of the deaf and hard-of-hearing students who take the same test levels as hearing students provides an additional reference group with respect to the Performance Standards. Information from these sources is brought together into two graphical contexts to address these questions: Can the normative data from the publisher's national standardization of the test with hearing students, and the normative data from the GRI's national norming of the test with deaf and hard-of-hearing students provide a useful context for the interpretation of individual test scores? Can they provide a useful way to examine achievement of groups of students? Can the new Performance Standards defined by the test publisher offer a useful context for test score interpretation for high-achieving deaf and hard-of-hearing students?  相似文献   

11.
Seventy-one college general biology students were taught a unit in Mendelian genetics by the traditional lecture method. Emphasis was placed on meiotic formation of gametes, the Law of Segregation, and the Law of Independent Assortment. The Punnett-square model was used for all practice problems. Eight weeks later, a content-validated retention test was given to evaluate the students' retention of problem-solving skills. The test required students to use proportional reasoning (identifying ratios from the Punnett squares), combinatorial reasoning (identifying combinations of gametes from parental genotypes), and probabilistic reasoning (estimating gamete or offspring probabilities). Each of the 71 students was also given three Piagetian interview tasks to evaluate intellectual development in the areas of reasoning under question. The balance-beam task, the electronic switch-box task, and colored squares and diamonds were used to test for proportional reasoning, combinatorial reasoning, and probabilistic reasoning, respectively. Pearson correlations and factor analysis failed to show direct relationships among Piagetian tasks for the three kinds of reasoning and their corresponding occurrence in genetics problems. Some correlations were higher between different reasoning types than between similar types. Analysis of variance showed significant differences for all three reasoning types among concrete-operational, transitional, and formal-operational students with the retention test. Post-hoc analysis of ANOVAs indicated that formal-operational students had significantly more success in the three reasoning areas than transitional students, and transitional students had significantly more success than concrete-operational students.  相似文献   

12.
Moral Reasoning about Sexually Transmitted Diseases   总被引：2，自引：0，他引：2  
The purpose of this research was to investigate moral reasoning related to sexual behavior that could lead to the transmission of sexually transmitted diseases (STDs). Using hypothetical dilemmas about situations in which STDs can be transmitted, respondents were asked to explain why they believed the characters should or should not engage in risky behaviors. 40 college freshmen ( M = 18.3 years) and 32 college seniors ( M = 22.3 years) participated. Using Kohlberg's moral stage theory and Gilligan's moral orientation model, the interviews were scored for moral stage and moral orientation. Results indicated that the older age group had a significantly higher stage of moral reasoning than the younger age group when responding to dilemmas about STDs. There was a significant difference in moral stage between dilemmas, reflecting the possible effect of dilemma content on moral reasoning. The overall pattern of results shows nonsignificant gender differences in stage of moral reasoning and moral orientation. Clinical and theoretical implications of these findings for understanding the role of moral reasoning in sexual risky behavior are discussed.  相似文献   

13.
This study examined the link between care‐based moral reasoning and three different aspects of empathy—perspective taking, sympathy and personal distress. Participants were 30 female and 28 male students, ranging in age from 20 to 42 years. As expected, results showed that perspective taking uniquely predicted care‐based moral reasoning levels (positively), as assessed by Skoe’s Ethic of Care Interview (ECI). Personal distress, in contrast, was uniquely negatively related to the ECI. There was a curvilinear relationship between sympathy and the ECI for women only; women at ECI Level 2 (self‐sacrificing care for others) scored higher on sympathy than did all others. Moreover, women scored significantly higher than did men on the emotional aspects of empathy (i.e. sympathy and personal distress) but not on cognitive perspective taking or on the ECI. These findings support the theory that empathy plays a significant (and positive) role in adults’ moral reasoning. They also highlight the complexity of sex differences in the area of moral affect and cognition. Implications for moral education are discussed.  相似文献   

14.
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.  相似文献   

15.
The study investigated whether rotating three-dimensional (3-D) objects using virtual reality (VR) will affect flexible thinking in deaf and hard of hearing children. Deaf and hard of hearing subjects were distributed into experimental and control groups. The experimental group played virtual 3-D Tetris (a game using VR technology) individually, 15 minutes once weekly over 3 months. The control group played conventional two-dimensional (2-D) Tetris over the same period. Children with normal hearing participated as a second control group in order to establish whether deaf and hard of hearing children really are disadvantaged in flexible thinking. Before-and-after testing showed significantly improved flexible thinking in the experimental group; the deaf and hard of hearing control group showed no significant improvement. Also, before the experiment, the deaf and hard of hearing children scored lower in flexible thinking than the children with normal hearing. After the experiment, the difference between the experimental group and the control group of children with normal hearing was smaller.  相似文献   

16.
Nine children with severe-profound prelingual hearing loss and single-word reading scores not more than 10 months behind chronological age (Good Readers) were matched with 9 children whose reading lag was at least 15 months (Poor Readers). Good Readers had significantly higher spelling and reading comprehension scores. They produced significantly more phonetic errors (indicating the use of phonological coding) and more often correctly represented the number of syllables in spelling than Poor Readers. They also scored more highly on orthographic awareness and were better at speech reading. Speech intelligibility was the same in the two groups. Cluster analysis revealed that only three Good Readers showed strong evidence of phonetic coding in spelling although seven had good representation of syllables; only four had high orthographic awareness scores. However, all 9 children were good speech readers, suggesting that a phonological code derived through speech reading may underpin reading success for deaf children.  相似文献   

17.
Unbiased reasoning is considered an essential critical thinking skill that students need to possess to face the future challenges in their work and life. Confirmation bias, which is the tendency to selectively attend to information that is consistent with held beliefs, presents a significant thread to unbiased reasoning. An effective strategy to reduce confirmation bias is the ‘consider-the-opposite’-strategy (COS). The central question of this pre-registered study was whether providing elaborative, worked example feedback after COS practice would lead to a better performance on previously practised and transfer tasks than correct-answer feedback. Participants were 132 university students who took a confirmation bias pre-test, watched an instructional video on COS afterwards and next received either worked example feedback or correct answer feedback on practice tasks, practised only, watched the instruction only or received no treatment. Finally, all participants took a learning test assessing their skill to avoid confirmation bias, and a transfer test assessing whether they could apply this acquired skill to problems containing other biases. Results revealed no differences on the learning test between both feedback conditions, but students who received feedback scored significantly higher on the confirmation bias problems than students who did not receive feedback. We carried out our pre-registered analysis plan, but due to the low reliability of particularly the pre-test, we carried out an additional exploratory analysis on subsets of post-test items and a subset of transfer test items. Results on learning revealed the same pattern as the planned analyses. However, we found no differences between any of the conditions on transfer.  相似文献   

18.
The results of two evaluation studies with respect to a programme for enhancing inductive reasoning ability of third grade students are presented. The programme is a classroom version of the German programme ‘Denktraining für Kinder 1’ (Cognitive training for children; Klauer, 1989). In the first formative evaluation study, two experimental groups with 30 students in total and one control group with 9 students were involved. Observations during the lessons, and teachers' reports showed that teachers were able to implement the programme. Both experimental groups significantly outperformed the control group on a posttest immediately after the programme and on a follow-up test 3 1/2 months later. Further analyses of the data revealed tentative evidence of the superiority of a direct teaching method. In the second summative evaluation study, the same programme was applied to a larger sample (experimental groups: n = 99 in total; and control groups: n = 232 in total) of third grade students. On the basis of Study 1, the programme instructions were slightly changed. The experimental groups scored significantly higher on a posttest three months after completion of the programme.  相似文献   

19.
Proportional reasoning is the basis for most medication calculation processes and is fundamental for high-quality care and patient safety. We designed a simulated Medication Mathematics (siMMath) environment to support proportional reasoning in transitioning via concreteness fading between two mediators. The first mediator is simulated nursing tools of medication preparation. The second is a ratio-table setup which is used as a goal representation, which enables one to spatially hold in place different quantities in their relative proportion. We conducted a two-part study with nursing students. Part 1 was a quasi-experimental pretest–intervention–posttest design assessing the effectiveness of learning, by evaluating four categories of medical calculation questionnaire items (solid medications, unit conversion, concentrations, infusion rates). We used the Noelting proportional reasoning test to evaluate the generalizability and abstraction of proportional reasoning. Part 1 included an experimental group (n = 96) learning with siMMath, and a comparison group (n = 73) learning with an equation-based lecture approach. Part 2 employed a case study design to characterize the learning process. The experimental group’s learning gains were significantly higher than the comparison group’s for the two most challenging categories of the medication calculation problems questionnaire, namely concentrations and infusion rates. Furthermore, the experimental group’s learning gains were significantly higher than the comparison group’s for formal operational reasoning on the Noelting test. Students who used a ratio-table setup scored significantly higher on the Noelting posttest questionnaire. Nursing students who learned with the siMMath environment overcame difficulties in proportional reasoning to the highest levels and extended this understanding to other contexts.  相似文献   

20.
A variance analysis of the relation between the amount of time students spent experiencing hands-on science and science achievement was performed. Data collected by the National Education Longitudinal Study of 1988 on a nationally representative sample of eighth-grade students were analyzed. Student achievement in science was measured by a cognitive test battery developed by the Educational Testing Service. Information regarding the frequency of hands-on experience was collected through a self-administered teacher questionnaire, which included a series of questions specific to the science curriculum. From the analysis it was concluded that significant differences existed across the hands-on frequency variable with respect to science achievement. Specifically, students who engaged in hands-on activities every day or once a week scored significantly higher on a standardized test of science achievement than students who engaged in hands-on activities once a month, less than once a month, or never. © 1996 John Wiley & Sons, Inc.  相似文献   

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