Metacognitive Ability From a Theory-of-Mind Perspective: A Cross-Cultural Study of Students With and Without Hearing Loss

Theory of Mind (see, e.g., Bartsch & Estes, 1996) is a concept that can help educators understand how students think about their state of mind and that of others involved in various life situations. To examine the impact of culture and the impact of hearing loss on metacognition as explained by...

Full description

Saved in:
Bibliographic Details
Published in:American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 2002-10, Vol.147 (4), p.38-47
Main Authors: Al-Hilawani, Yasser A., Easterbrooks, Susan R., Marchant, Gregory J.
Format: Article
Language:English
Subjects:
Adolescents
Auditory perception
Biological and medical sciences
Child
Child development
Children
Cognition
Concept of mind
Cross Cultural Studies
Cross-Cultural Comparison
Cultural Differences
Cultural Influences
Culture
Deaf education
Deafness
Ear, auditive nerve, cochleovestibular tract, facial nerve: diseases, semeiology
Elementary Education
Emotional Response
Female
Foreign Countries
Grade 3
Hard of Hearing
Hearing
Hearing Disorders
Hearing Impairments
Hearing loss
Humans
Learning Processes
Male
Medical sciences
Metacognition
Mind
Non tumoral diseases
Otorhinolaryngology. Stomatology
Social Cognition
Social Perception
Students
Theory of Mind
Tropical medicine
United Arab Emirates
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Theory of Mind (see, e.g., Bartsch & Estes, 1996) is a concept that can help educators understand how students think about their state of mind and that of others involved in various life situations. To examine the impact of culture and the impact of hearing loss on metacognition as explained by Theory of Mind, two samples of students with and without hearing losses who were from two different cultures were compared on their ability to choose pictures representing their perspectives on specific life situations. The two groups did not differ in their metacognitive interpretations of the experiences when they were from the same culture, although students from different cultures did differ, indicating that culture may have a greater impact on metacognition as explained by Theory of Mind than hearing loss. Data collected in the present study affirmed previous research showing that students with hearing losses could make metacognitive decisions about life situations just as ably as their hearing peers from the same culture.
ISSN:0002-726X
1543-0375
1543-0375
DOI:10.1353/aad.2012.0230