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Fleming, Delryn R., Ed.; And Others – 1984
Papers in this journal issue were drawn from the proceedings of the 1984 conference of the Western College Reading and Learning Association, as well as articles submitted for juried selection, and focus on reading, learning assistance, developmental education, and tutorial services at the college level. Papers are divided into sections for…
Descriptors: Adults, Basic Skills, Cognitive Style, Computer Assisted Instruction
Download full textBarbour, Nita H.; Seefeldt, Carol – 1993
Developmental continuity refers to designing early childhood instruction that provides learning experiences based on children's prior knowledge, follows a natural progression across preschool and the early grades, and allows progress at each child's rate and style of learning. There are many ways of providing developmental continuity, but common…
Descriptors: Cognitive Style, Curriculum Development, Developmental Continuity, Developmental Programs
Peer reviewedSpann, Milton; Hanson, J. Robert – Journal of Developmental Education, 1990
J. Robert Hanson responds to questions concerning the "learning style" and "perceptual and judgement functions," styles common among developmental students and members of particular ethnic/social groups, the modification of teaching styles to accommodate students, coownership of the classroom, and ways teachers can facilitate…
Descriptors: Cognitive Style, Developmental Studies Programs, High Risk Students, Holistic Approach
Lee, Yung-bin Benjamin; Meyer, Martha J. – 1994
This study examined characteristics of passive and active learners among college students enrolled in remedial classes and students enrolled in regular academic classes. Active learners are typically analytical, focused on task, tolerant of new ideas, curious, adept at processing information, able to develop other ways to solve a problem,…
Descriptors: Academic Achievement, Active Learning, Cognitive Style, College Freshmen
Peer reviewedErwin, Robin W. – Research & Teaching in Developmental Education, 1985
Discusses the importance of instruction in metacognition, the mental process of observing, evaluating, and making adjustments in one's own thinking behavior to enhance comprehension during a learning activity. Reviews educational programs which have taught metacognitive behaviors and charts a model instructional approach for use in the college…
Descriptors: Cognitive Ability, Cognitive Structures, Cognitive Style, Comprehension
Metacognitive Knowledge and Metacognitive Process: Important Influences on Mathematical Performance.
Peer reviewedGarofalo, Joe – Research & Teaching in Developmental Education, 1986
Stresses the importance of metacognitive skills (knowledge of one's own cognitive processes) in mathematical performance. Discusses the differences between metacognitive thinking and metacognitive experiences and the ways they each influence performance. Describes how accurate metacognition improves students' mathematical performance, and outlines…
Descriptors: Cognitive Ability, Cognitive Structures, Cognitive Style, Comprehension
