The purpose of this paper is to reopen the discourse on cognitive skill acquisition to focus on the interactive effect of differences in cognitive construct and instructional format. Reports an examination of the contextual issues involved in understanding the interactivity of instructional conditions and cognitive style as a meta-knowledge…

Investigates the differential effects of cooperative learning with or without metacognitive instruction on lower and higher achievers' solutions of mathematical authentic tasks. Results indicate that students exposed to metacognitive instruction within cooperative learning (COOP+META) significantly outperformed their counterparts exposed to…

This article explores drama's potential for fostering metacognition, arguing that for effective learning, children need to be given access to activities in which they gain deeper understanding about their own thinking processes. To this end, and with reference to practice in primary education, a case is offered for the increased status of drama,…

Defines learning disabilities and delineates characteristics of learning disabled students. Outlines steps to be taken by college geography departments for students who enroll in introductory-level geography classes. (SLM)

Examined relationships among young children's metacognitive processing and creative ability, based on information-processing theory and Vygotsky's early thought development theory. Twenty-one five- and six-year olds were assessed on four attributes of creativity, and their private speech was coded. Specific qualities and characteristics of…

Examined relationships between kindergarten children's acquisition of metacognitive knowledge related to mathematics, subjects' general ability, and the role of metacognition and ability in facilitating word problem solutions. Found that subjects acquired a substantial metacognitive knowledge about mathematical word problems, which correlated…

Metacognitive behaviors of subjects having high (n=2) and low (n=2) levels of mathematical experience were compared across four cognitive processes in mathematical problem solving: orientation, organization, execution, and verification. High-experience subjects engaged in self-regulation and spent more time on orientation and organization. (36…

Three gifted and three learning-disabled gifted students (ages 13-15) viewed themselves on videotape solving mathematical problems and responded to questions pertaining to their problem-solving strategies. The non-learning-disabled students applied substantially more cognitive and metacognitive knowledge to the problem-solving task. (Author/DB)

This paper proposes an instructional model for integrating cognitive strategy instruction and content area instruction when teaching students with learning disabilities in content area classes. In the model, teacher-mediated instructional devices and routines used to teach content area subjects serve as a basis for teaching students to…

Hypothesized that, unlike second graders, most fourth graders are aware of the usefulness of category organization as a retrieval strategy and begin to deliberately activate category knowledge as a memory strategy during retrieval. Results of three experiments supported this theoretical view. Strategic competence is not mature among fourth…

Examines theories and research related to notetaking and review, including levels of processing, transfer-appropriate processing, schema theory, long-term memory and forgetting, and metacognition. Reports findings from interviews with five university professors who have developed and teach courses in study skills or learning strategies regarding…

Presents a theory of cognitive development that postulates a general cognitive processing system, a hypercognitive system governing self-regulation, and specialized structural systems responsible for processing different reality domains. Suggests five principles that serve as organizational pivots of developing cognition. Reports the results of…

Proposes a framework for thinking about how metacognition research might apply to design activities. Examines two basic approaches to supporting metacognition: strategy training, and creation of a supportive social environment for metacognition. Identifies two kinds of content that are taught using these two approaches: knowledge about a specific…

Twenty ways are presented to help students with special needs gain and apply learning strategies more efficiently, including helping students discriminate whether information is useful or irrelevant, focusing on metacognitive development, encouraging self-sufficiency, helping students organize material into meaningful units, and having student…

Explores the differences between deep and surface approaches to learning science. Findings indicate that the deep-surface learning differences fall into five categories: (1) generative thinking; (2) nature of explanations; (3) asking questions; (4) metacognitive activity; and (5) approach to tasks. Suggests that teachers can encourage a deep…