METAMEMORY AMONG SIGHTED AND NON-SIGHTED INDIVIDUALS.
DOI:
https://doi.org/10.61841/5y5pvc68Keywords:
Meta-memory, sighted subjects, non-sighted SubjectAbstract
The purpose of this study was to examine the level of metamemory among
sighted and non-sighted individuals, and to find the difference between them according
to their gender. We used Troyer and Rich’s Meta-Memory Scale to assess meta-memory
levels among groups of sighted and non-sighted individuals in Jordan. Two hundred an
fifty individuals’ participants in this study, 99 participants were non-sighted (50 males,
49 females). The study results showed that Strategies sub-scale was in the first order
(medium level) for both sighted and non-sighted students. In the second order was the
contentment sub-scale. The ability sub-scale was last (low level). Non-sighted
individuals' mean on the strategies sub-scale was significantly higher than for sighted
people. While there was no difference between the mean scores of sighted non-sighted
groups on the contentment and ability sub-scales, neither, there were any differences
between males and females on the three sub-scales. The study highlights the need to
empower sighted and non-sighted to use different memory strategies.
Downloads
References
Al-Jarrah, A. & Autoom, A. (2004). The Effect of Visual Impairment on Self-Concept
among a Sample of Visually Impaired and Visually Normal Individuals: A
Comparative Study. Journal of Educational & Psychological Sciences, 5(1), 38-
56.
Argyropoulos, V., Masoura, E., Tsiakali, T., Nikolaraizi, M. & Lappa, C. (2017).
Verbal working memory and reading abilities among students with visual
impairment. Research in Development Disabilities, 28(64), 87- 95.
Baddeley, D. (1990). Human Memory. Hillsdale, NJ: Lawrence Erlbaum.
Bliss, I., Kujala, T. & Hamalainen, H. (2004). Comparison of blind and sighted
participants' performance in a letter recognition working memory task. Brain
Research Cognitive Brain Research, 18(3), 273- 277.
Bukaie, N. (2013). Metamemory and Cognitive Flexibility among First-year University
Students. Journal of Educational & Psychological Sciences, 14(3), 329- 358.
Chen, M., Huang, C. & Wang, C. (2010). Working memory for spatial construction in
blind and sighted individuals. Journal of the Chinese Institute of Industrial
Engineers, 27(3), 199- 208.
Flavell, J. (1971). First Discussant's Comments: What is Memory Development the
development of? Human Development. 14 (4), 272–278.
Flavell, J. (1979). Metacognition and cognitive monitoring a new area of cognitive.
Developmental inquiry. Psychological Association, 34(10), 900- 911.
Gathercole, S. & Adams, A. (1994). Children's phonological working memory:
Contributions of long-term knowledge and rehearsal. Journal of Memory and
Language, 33, 672-688.
Hacker, D. (2001). Metacognition: Definitions and Empirical Foundations. Retrieved on
March. 17, 2017, from: http://www.psyc.memphis.edu /trg/meta.htm.
Hallahan, D. & Kauffman, J. (2003). Exceptional learners: Introduction to special
education. Boston: Allyn and Bacon.
Hattie, J. (1985). Methodology review: assessing unidimensionality of tests and items.
Applied Psychological Measurement, 9, 139-164.
Maltin, M. (2005). Cognition. (6th Ed). New York, Wiley Co.
Miller, R. (1990). Cognitive Psychology for Teachers. New York, Macmillan
Publishers.
Papadopoulos, K., Argyropoulos, V. & Kouroupetroglou, G. (2008). Discrimination
and Comprehension of Synthetic Speech by Students with Visual Impairments:
The Case of Similar Acoustic Patterns. Journal of Visual Impairment &
Blindness, 102(7), 420- 429.
Perez, L. & Garcia, E. (2002). Programme for the improvement of Metamemory in
people with medium and mild mental retardation. Journal of Psychology in
Spain, 6(1), 96- 103.
Pigeon, C. & Marin-Lamellet, C. (2016). Ageing effects on the attentional capacities
and working memory of people who are blind. Journal of Disability and
Rehabilitation, 2(3), 1-7.
Radvansky, G. (2006). Human Memory. Boston: Pearson Education Group.
Schneider, W. & Pressley, M. (1989). Memory development between 2 and 20. New
York: Springer-Verlag.
Segel, E. & Heer, J. (2010). Narrative visualization: Telling stories with data.
Educational Activates Department Piscataway, 16 (6), 1139-1148.
Troyer, A. & Rich, J. (2002). Psychometric Properties of a New Metamemory
Questionnaire for Older Adults. Journal of Gerontology Psychological Science,
57b(1), 19- 27.
Wakefield, C., Homewood, J. & Taylor, A. (2004). Cognitive compensations for
blindness in children: an investigation using odour naming. Perception, 33(4),
429- 424.
Wyver, S. & Markham, R. (1998). Do Children with Visual Impairments Demonstrate
Superior Short-term Memory, Memory Strategies, and Metamemory? Journal of
Visual Impairment & Blindness, 92 (11), 1-119
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Author
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
