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Ghatala, Elizabeth S.; And Others – 1984
Second-grade children were given general training in monitoring the utility of strategies, the affective consequences of strategy use, or no strategy-monitoring training. They then performed an associative learning task, first without strategy instructions and then with instructions to use either an effective or ineffective strategy. All training…
Descriptors: Associative Learning, Learning Processes, Learning Strategies, Metacognition
