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Cognitive Strategy Research

From Basic Research to Educational Applications

  • Book
  • © 1989

Overview

Editors:
  1. Christine B. McCormick

    1. College of Education, Department of Educational Psychology, University of South Carolina, Columbia, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Gloria E. Miller

    1. Department of Psychology, University of South Carolina, Columbia, USA

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    You can also search for this editor in PubMed   Google Scholar

  3. Michael Pressley

    1. Department of Psychology, The University of Western Ontario, London, Canada

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    You can also search for this editor in PubMed   Google Scholar

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-x
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  2. Basic Research

    1. Front Matter

      Pages 1-2
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    2. Why Be Optimistic About Cognitive Strategy Instruction?

      • Sonya Symons, Barbara L. Snyder, Teresa Cariglia-Bull, Michael Pressley
      Pages 3-32

    3. The Triple Alliance for Learning: Cognition, Metacognition, and Motivation

      • Elizabeth J. Short, Jill A. Weissberg-Benchell
      Pages 33-63

    4. Children’s Utilization of Study Time: Differential and Sufficient Aspects

      • Annette Dufresne, Akira Kobasigawa
      Pages 64-82

    5. Informal Instruction and Development of Cognitive Skills: A Review and Critique of Research

      • Jeanne D. Day, Luis A. Cordon, Mary Louise Kerwin
      Pages 83-103

    6. Domain-Specific Knowledge, Metacognition, and the Promise of Instructional Reform

      • William D. Rohwer Jr., John W. Thomas
      Pages 104-132

    7. Why Strategy Instruction Is So Difficult and What We Need to Do About It

      • Gerald G. Duffy, Laura R. Roehler
      Pages 133-154

  3. Educational Applications

    1. Front Matter

      Pages 155-157
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    2. The Selective Attention Strategy and Prose Learning

      • Ralph E. Reynolds, Suzanne E. Wade, Woodrow Trathen, Richard Lapan
      Pages 159-190

    3. Children’s Communication Skills: Implications for the Development of Writing Strategies

      • Carole R. Beal
      Pages 191-214

    4. Cognitive Monitoring in Mathematics

      • James P. Van Haneghan, Linda Baker
      Pages 215-238

    5. Schema-Based Strategies and Implications for Instructional Design in Strategy Training

      • Joan K. Gallini
      Pages 239-268

    6. Strategy and Expertise in Solving Word Problems

      • Sharon J. Derry
      Pages 269-302

    7. Computer-Assisted Strategic Instruction

      • Richard Lehrer
      Pages 303-320

  4. Back Matter

    Pages 321-340
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Keywords

About this book

Highly regarded experts review the state of the art in cognitive strategy research with an emphasis on the transition from laboratory to educational contexts. Basic research on models of competent learning are discussed, as well as specific instructional applications in educational domains such as reading, writing, mathematics and science. Fresh perspectives and innovative suggestions for teacher training and educational reform are proffered. Researchers in psychology and education as well as teacher educators and educational practitioners interested in becoming well-versed in current cognitive strategy research will benefit from the interdisciplinary nature and comprehensiveness of Cognitive Strategy Research: From Basic Issues to Educational Applications.

Editors and Affiliations

  • College of Education, Department of Educational Psychology, University of South Carolina, Columbia, USA

    Christine B. McCormick

  • Department of Psychology, University of South Carolina, Columbia, USA

    Gloria E. Miller

  • Department of Psychology, The University of Western Ontario, London, Canada

    Michael Pressley

Bibliographic Information

  • Book Title: Cognitive Strategy Research

  • Book Subtitle: From Basic Research to Educational Applications

  • Editors: Christine B. McCormick, Gloria E. Miller, Michael Pressley

  • DOI: https://doi.org/10.1007/978-1-4613-8838-8

  • Publisher: Springer New York, NY

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer-Verlag New York Inc. 1989

  • Softcover ISBN: 978-1-4613-8840-1Published: 18 October 2011

  • eBook ISBN: 978-1-4613-8838-8Published: 06 December 2012

  • Edition Number: 1

  • Number of Pages: X, 340

  • Topics: Cognitive Psychology, Learning & Instruction, Early Childhood Education

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