Georgianna Borgna

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It is frequently assumed that by virtue of their hearing losses, deaf students are visual learners. Deaf individuals have some visual-spatial advantages relative to hearing individuals, but most have been are linked to use of sign language rather than auditory deprivation. How such cognitive differences might affect academic performance has been(More)
Four experiments, each building on the results of the previous ones, explored the effects of several manipulations on learning and the accuracy of metacognitive judgments among deaf and hard-of-hearing (DHH) students. Experiment 1 examined learning and metacognitive accuracy from classroom lectures with or without prior scaffolding in the form of a(More)
Deaf learners frequently demonstrate significantly less vocabulary knowledge than hearing age-mates. Studies involving other domains of knowledge, and perhaps deaf learners' academic performance, indicate similar lags with regard to world knowledge. Such gaps often are attributed to limitations on deaf children's incidental learning by virtue of not having(More)
It is frequently assumed that deaf individuals have superior visual-spatial abilities relative to hearing peers and thus, in educational settings, they are often considered visual learners. There is some empirical evidence to support the former assumption, although it is inconsistent, and apparently none to support the latter. Three experiments examined(More)
Deaf children generally are found to have smaller English vocabularies than hearing peers, although studies involving children with cochlear implants have suggested that the gap may decrease or disappear with age. Less is known about the vocabularies of deaf and hard-of-hearing (DHH) postsecondary students or how their vocabulary knowledge relates to other(More)
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