By Harriet Salatas Waters PhD, Wolfgang Schneider PhD, John G. Borkowski
Showcasing exemplary study courses, this ebook explores how the newest theories and findings on cognitive improvement can be utilized to enhance school room guide. the point of interest is on how kids collect wisdom in regards to the approaches taken with learning—such as remembering, pondering, and challenge solving—as good as suggestions for gaining knowledge of new details. The individuals are best specialists who illustrate methods academics can aid the advance of metacognition and goal-directed technique use during the college years and in numerous educational domain names. instructor behaviors and tutorial tools that advertise those talents are pointed out, and cutting edge evaluate methods and learn designs are defined.
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Extra resources for Metacognition, Strategy Use, and Instruction
Our interest in the classroom is twofold. We are drawn to the classroom context—especially to teachers’ memoryrelevant “talk”—because of the role that we feel it plays in the emergence and consolidation of children’s deliberate memory skills. But we are also attracted to the classroom as a setting for examining experimentally the linkages between teachers’ talk and children’s skills that we observe in our longitudinal research. Moreover, an eventual goal of ours is to develop interventions that have the potential to improve teaching, and thereby influence children’s acquisition and refinement of memory and study skills.
Flavell, J. H. (1976). Behavioral and metamnemonic indicators of strategic behaviors under remember instructions in first grade. Child Development, 47, 81–89. , & Bjorklund, D. F. (1998). Memory. In D. Kuhn & R. S. ) Handbook of child psychology: Vol. 2. , pp. 467–521). New York: Wiley. , & Hünnerkopf, M. (2009). The development of 22 SKILLED MEMORY young children’s memory strategies: Evidence from the Würzburg Longitudinal Memory Study. European Journal of Developmental Psychology, 6, 70–99.
The development of 22 SKILLED MEMORY young children’s memory strategies: Evidence from the Würzburg Longitudinal Memory Study. European Journal of Developmental Psychology, 6, 70–99. , & Pressley, M. (1997). ). Hillsdale, NJ: Erlbaum. , & Weinert, F. E. (1995). Memory development during early and middle childhood: Findings from the Munich Longitudinal Study (LOGIC). In F. E. Weinert & W. ), Memory performance and competencies: Issues in growth and development (pp. 263–279). Mahwah, NJ: Erlbaum.