In an embedded cognitive-strategy system, learners are forced to use a given cognitive strategy prepared by the instructor, designer, or researcher. In a generative cognitive-strategy system, learners are directed to generate a certain cognitive strategy activator by themselves. This is a review of experimental and theoretical studies conducted on…

A comprehensive thinking skills scope and sequence plan provides three types of information. It identifies the thinking skills and strategies to be learned throughout the curriculum, locates them in the subject areas where they are to be taught, and arranges them in the proper sequence. This article describes basic principles and guidelines for…

Explores how people's understanding of a material is created and developed as they interact with it to find effective ways of promoting better image development when no prior information about a device is available. Reports that models from good learners who finished the task quickly were coherent and centered around the notion of…

Metacognitive strategies support individual development and make learning transparent to the learner. Techniques such as modeling, coaching, scaffolding, fading, reflecting, and exploring are essential to maintain and approve the ability to learn throughout life. (SK)

Objective: To explore and compare the use of metacognitive, cognitive, and environmental resource management self regulatory learning (SRL) strategies used by a national sample of students enrolled in traditional and accelerated baccalaureate nursing programs. Background: Learner focused reforms in nursing education require students to assume more…

Wiki empowers users in generating, revising, and organizing their own content. In this study, we review literature to gain theoretical support for wikis that impact learning. In a context of student journalists learning news writing, we design a two-phase field study: (1) Phase I--to examine learners' reflections on learning news writing in wiki…

A discussion is presented of the value and benefits of using questions in the classroom that will develop the critical thinking abilities of students. Some of the benefits of employing questions in classroom teaching are related to the affective domain, being psychological in nature, some are evaluative in that they provide clues to the extent of…

An understanding of the uses of metacognition provides a powerful tool toward developing quality and efficiency in task learning and performance. Specific thinking skill categories of attention, organization, and elaboration are described with examples of how specific techniques can optimize learning and job performance. (Author/JOW)

The Flavell (l981) model of cognitive monitoring and metamnemonic development was tested by four experiments conducted to determine whether preschool children (1) recognize that mood, fatigue, and fear are variables that influence learning; and (2) self-monitor their internal states and adjust their study behavior when they are sad or tired. (NH)

Argues that pupils' beliefs about what counts as historical explanation, usually the actions--and particularly the motives--of individuals, is an obstacle to their history learning. Superseding this personal level, and getting pupils to analyze a historical event as a whole, is where the mutual understanding between teacher and pupil collapses.…

Investigates students' use of imagery in their mathematical activities. Findings indicate that image forming is crucial in doing mathematics. A student who fails to construct an image in a problem-solving situation is severely limited in giving meaning to the situation. Contains 21 references. (JRH)

Microanalysis of problem-solving activities of 10 learning-disabled and 10 normally achieving children (ages 10-12) found that, although normally achieving subjects reached more sophisticated levels of strategy use, there was no evidence that the learning-disabled subjects were inactive, passive, or maladaptive in their problem-solving attempts.…

Discusses two cognitive models that are appropriate for the study of language acquisition: the "holodynamic" model, and the "production systems" model. (CFM)

Older adults (n=55) were divided into 2 groups: 1 group received preadjunct questions before viewing a blood pressure video; the second viewed the video only. A recall test immediately and seven days later revealed no significant differences, although the control group had slightly higher mean scores. Amount of cognitive resources to process…

Describes how to gain optimal learning in the classroom by activating different parts of the brain. Neural systems fatigue very quickly and need to rest. Only a few minutes of factual lecture can be tolerated before the brain seeks other stimuli. The most effective presentation must move back and forth through interrelated neural systems, weaving…