Suchergebnisse

In this article, I explore the potential for people with disabilities to conduct research about disability in education. Drawing upon Rasmussen (2006), I consider whether merely sharing one aspect of identity with participants is enough to gain an emic (insider) perspective when doing research. I argue that not only should we problematize our own identity, but that research should change the researcher's own identity and that the degree to which research promotes this change is an essential aspect of formal validity of the research. Finally, I propose some practical implications and offer some advice for researchers conducting research on disability.

Display update rate was conceived in this experiment as being resolvable into two components, the duration of each display and the amount of change in the information being displayed from one display to the next. Subjects viewed sequences of displays consisting of four 3-digit numbers. At varying points in the sequence, the subject was required to recall one of the 3-digit numbers from the immediately preceding display. Displays were projected for either 4.8 or 8.6 sec, and either four or two 3-digit numbers were changed from one display to the next display. The hypothesis that fewer 3-digit numbers would be correctly recalled at higher update rates was not supported.