Skip to main content
SpringerLink
Log in

Studying Student Cognition During Classroom Learning

  • Chapter
Cognitive Learning and Memory in Children

Part of the book series: Springer Series in Cognitive Development ((2116))

Abstract

Instructional psychology has been a field of study at least since William James (1907) based his Talks to Teachers on Psychology on the current theories of his time. Carried forward by researchers such as Cattell, Hall, Thorndike, Skinner, Gagne, and others, the field has blossomed in the last two decades. In concert with the cognitive revolution currently underway in the general field of psychology, instructional psychology has relied increasingly on a cognitive paradigm to interpret and explain instructional phenomena (see Calfee, 1981; Winne, in press a,b).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Anderson, J. R. (1980). Cognitive psychology and its implications. San Francisco: W. H. Freeman.

    Google Scholar 

  • Baird, J. R., & White, R. T. (1982). Promoting self-control of learning. Instructional Science, 11, 227–247.

    Article  Google Scholar 

  • Berliner, D. C. (1983). Developing conceptions of classroom environments: Some light on the T in classroom studies of ATI. Educational Psychologist, 18, 1–13.

    Article  Google Scholar 

  • Broudy, H. S. (1977). Types of knowledge and purposes of education. In R. C. Anderson, R. J. Spiro, and W. E. Montague (Eds.), Schooling and the acquisition of knowledge. Hillsdale, N.J.: Erlbaum.

    Google Scholar 

  • Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 1). Hillsdale, N.J.: Lawrence Erlbaum Associates.

    Google Scholar 

  • Brown, A. L., Campione, J. C., & Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational Researcher, 10(2), 14–21.

    Google Scholar 

  • Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Calfee, R. (1981). Cognitive psychology and educational practice. In D. C. Berliner (Ed.), Review of research in education (Vol. 9). Washington, D.C.: American Educational Research Association.

    Google Scholar 

  • Clark, H. H. (1973). The language-as-fixed-effects fallacy: A critique of language statistics in psychological research. Journal of Verbal Learning and Verbal Behavior, 12, 335–359.

    Article  Google Scholar 

  • Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88–108.

    Article  Google Scholar 

  • Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159–199.

    Google Scholar 

  • Doyle, W., Sanford, J. P., Clements, B. S., French, B. A. S., & Emmer, E. T. (1983). Managing academic tasks: An interim report of the junior high school study (R&D Report 6186). University of Texas, Research and Development Center for Teacher Education.

    Google Scholar 

  • Dunkin, M. J., & Biddle, B. J. (1974). The study of teaching. New York: Holt, Rinehart, and Winston.

    Google Scholar 

  • Ebel, R. L. (1982). Proposed solutions to two problems of test construction. Journal of Educational Measurement, 19, 267–278.

    Article  Google Scholar 

  • Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87, 215–251.

    Article  Google Scholar 

  • Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children’s oral communication skills. New York: Academic Press.

    Google Scholar 

  • Glass, A. R, Holyoak, K. J., & Santa, J. L. (1979). Cognition. Reading, Mass.: Addison-Wesley.

    Google Scholar 

  • Hamilton, S. F. (1983). The social side of schooling: Ecological studies of classrooms and schools. Elementary School Journal, 83, 313–334.

    Article  Google Scholar 

  • Herrmann, D. J. (1982). Know thy memory: The use of questionnaires to assess and study memory. Psychological Bulletin, 92, 434–452.

    Article  Google Scholar 

  • James, W. (1907). Talks to teachers on psychology. New York: Holt.

    Google Scholar 

  • Jenkins, J. J. (1979). Four points to remember: A tetrahedral model of memory experiments. In L. S. Cermak and F. I. M. Craik (Eds.), Levels of processing in human memory. Hillsdale, N.J.: Lawrence Erlbaum.

    Google Scholar 

  • Koopman, C., & Newston, D. (1981). Level of analysis in the perception of ongoing instruction. Journal of Educational Psychology, 73, 212–223.

    Article  Google Scholar 

  • Kintsch, W. (1979). On modeling comprehension. Educational Psychologist, 14, 3–14.

    Article  Google Scholar 

  • Leinhardt, G. (1983, April). Student cognitions during instruction. Paper presented at the annual meeting of the American Educational Research Association, Montreal.

    Google Scholar 

  • Marx, R. W. (1984, April). Self regulation of cognitive strategies during classroom learning. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA.

    Google Scholar 

  • Marx, R. W., Winne, P. H., and Howard, D. C. (1982). Influence of cognitive style on students’ perception of instruction (Final Report, SSHRC Grant 410-80-0605; Research Report No. 82-05). Burnaby, B.C.: Instructional Psychology Research Group, Simon Fraser University.

    Google Scholar 

  • Mayer, R. E. (1981). Structural analysis of science prose: Can we increase problem solving performance? (Report No. 81–3). Santa Barbara, CA: Department of Psychology, University of California.

    Google Scholar 

  • Mehan, H. (1979). Learning lessons. Cambridge, Mass.: Harvard University Press.

    Google Scholar 

  • Meyer, B. J. F., & Freedle, R. O. (1984). Effects of discourse type on recall. American Educational Research Journal, 21, 121–144.

    Google Scholar 

  • Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, N.J.: Prentice-Hall.

    Google Scholar 

  • Nisbett, R. E., & Wilson, T. D. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231–259.

    Article  Google Scholar 

  • Peterson, P. L., Swing, S. R., Stark, K. D., & Waas, G. A. (1983, April). Students 1 reports of their cognitive processes and affective thoughts during classroom instruction. Paper presented at the annual meeting of the American Educational Research Association, Montreal.

    Google Scholar 

  • Peterson, P. L., Swing, S. R., Braverman, M. T., & Buss, R. (1982). Students’ aptitudes and their reports of cognitive processing during instruction. Journal of Educational Psychology, 74, 535–547.

    Article  Google Scholar 

  • Reigeluth, C. M., & Stein, F. S. (1983). The elaboration theory of instruction. In C. M. Reigeluth (Ed.), Instructional-design theories and models. Hillsdale, N.J.: Lawrence Erlbaum.

    Google Scholar 

  • Rigney, J. W. (1978). Learning strategies: A theoretical perspective. In H. F. O’Neil, Jr. (Ed.), Learning strategies. New York: Academic Press.

    Google Scholar 

  • Rosenshine, B. (1983). Teaching functions and instructional programs. Elementary School Journhl, 83, 335–352.

    Article  Google Scholar 

  • Weinstein, R. S., Marshall, H. H., Brattesani, K. A., & Middlestadt, S. E. (1982). Student perceptions of differential teacher treatment in open and traditional class rooms. Journal of Educational Psychology, 74, 678–692.

    Article  Google Scholar 

  • Weinstein, R. S., & Middlestadt, S. E. (1979). Student perceptions of teacher interactions with male high and low achievers. Journal of Educational Psychology, 71, 421–431.

    Article  Google Scholar 

  • Winn, W. (1982). Visualization in learning and instruction: A cognitive approach. Educational Communication and Technology, 30, 3–25.

    Google Scholar 

  • Winne, P. H. (in press a). Cognitive processing in the classroom. In T. Husen and T. N. Postlethwaite (Eds.), International encyclopedia of education. Oxford: Pergamon Press.

    Google Scholar 

  • Winne, P. H. (in press b). Steps toward promoting cognitive achievements. Elementary School Journal.

    Google Scholar 

  • Winne, P. H. (1984). Motivation, macrotreatments and methodology. In L. D. McLean, R. K. Crocker, & P. H. Winne (Eds.), Research on teaching in Canada (pp. 81–93). Toronto: OISE Press.

    Google Scholar 

  • Winne, P. H. (1982). Minimizing the black box problem to enhance the validity of theories about instructional effects. Instructional Science, 11, 13–28.

    Article  Google Scholar 

  • Winne, P. H. (1979). Experiments relating teachers’ use of higher cognitive questions to student achievement. Review of Educational Research, 49, 13–49.

    Google Scholar 

  • Winne, P. H., & Marx, R. W. (1983). Students’cognitive processes while learning from teaching (NIE Final Report, NIE-G-79-0098). Burnaby, B.C.: Instructional Psychology Research Group, Simon Fraser University.

    Google Scholar 

  • Winne, P. H., & Marx, R. W. (1982). Students’ and teachers’ views of thinking processes for classroom learning. Elementary School Journal, 82, 493–518.

    Article  Google Scholar 

  • Winne, P. H., & Marx, R. W. (1980). Matching students’ cognitive responses to teaching skills. Journal of Educational Psychology, 72, 257–264.

    Article  Google Scholar 

  • Winne, P. H., & Marx, R. W. (1977). Reconceptualizing research on teaching. Journal of Educational Psychology, 69, 668–678.

    Article  Google Scholar 

Download references

Authors
  1. Ronald W. Marx
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Philip H. Winne
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. John Walsh
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Psychology, University of Western Ontario, N6A 5C2, London, Ontario, Canada

    Michael Pressley

  2. Department of Psychology, University of Alberta, T6G 2E9, Edmonton, Alberta, Canada

    Charles J. Brainerd

Rights and permissions

Reprints and permissions

Copyright information

© 1985 Springer-verlag New York Inc.

About this chapter

Cite this chapter

Marx, R.W., Winne, P.H., Walsh, J. (1985). Studying Student Cognition During Classroom Learning. In: Pressley, M., Brainerd, C.J. (eds) Cognitive Learning and Memory in Children. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-9544-7_6

Download citation

  • DOI: https://doi.org/10.1007/978-1-4613-9544-7_6

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4613-9546-1

  • Online ISBN: 978-1-4613-9544-7

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation