Mediation or conflict resolution training has been effective in a variety of settings. Using the components of the process (active listening, cooperation, acceptance of differences, creative problem solving, and empathetic responses) students learn to deal with anger and to work with others so as to arrive at solutions peacefully. Some of the…

Instructional metacognition refers both to conceptions of students about the contribution that instructional interventions can make to their learning, and to the impact of these conceptions on students' interpretation and use of instructional interventions. This study analyzes student conceptions of efficiency-related attributes of instructional…

Studies in psychology and clinical decision making have shown that research subjects and physicians are often overconfident in the accuracy of their judgments. In these studies, groups of 20 first-year and 27 third-year osteopathic medical students at the Ohio University College of Osteopathic Medicine (Athens) were slightly underconfident in…

This study investigated students' metacognitive and intellectual development within the context of academic training, achievement, and personality type, using two longitudinal data sets from a four-year public institution. The first set included 408 male students of the 1996 cohort; the second was comprised of 419 male students of the class of…

Much of the extensive diagnosis, testing, and data collection that now occur in reading clinics is time consuming and unnecessary. Private and university-based reading clinics, however, need to provide worthwhile activities that support students' literacy learning while they consider the important relationship of instruction and evaluation. After…

The purpose of this study was to explore the potential of a self-study project which required explicit self-monitoring as a tool for initiating reflection in a group of novice teachers during their student teaching experience. The study was structured to encourage student teachers to bring to a conscious level of awareness a problem within their…

A freshman writing assignment sequence encouraged students to use metaphors to think their way through scientific topics, improving their writing skills in the process. The students were all women, aged 18 to 48 years, who had been journal writing for several months but who did not consider themselves competent readers or writers. Reading material…

Intended for use in undergraduate and graduate courses in reading methods, as well as by classroom teachers, this book brings together teaching strategies and materials suggested by recent developments in the study of reading comprehension. Each of the eight chapters includes the background and rationale for the practices described. The first…

The concept of metacognition involves two processes: an awareness of certain skills--strategies and resources that are needed to perform a task effectively--and the ability to use self-regulatory mechanisms to ensure the successful completion of the given task. A review of the literature suggests that (1) metacognitive development differs among…

This report summarizes research performed at the Universtiy of Kansas that involved several topics related to reading and learning to read, including the development of automatic word recognition processes, reading for comprehension, and the development of new computer technologies designed to facilitate the reading process. The first section…

The premise that using language is a thinking process is central to the computerized diagnostic test being developed by Educational Testing Service (ETS). The test developers are making a significant educational contribution by describing the reciprocal and dynamic relationship between language and thinking. Reading comprehension has been…

Describes a reading program for teaching study strategies in depth that integrates reading development with content area teaching. Recommends that course content teachers be responsible for reading development and that these teachers be offered instruction in teaching the strategies appropriate for study reading. (SRT)

Advocates the use of journal writing in reaction to readings to help make reading a more significant part of students' lives. (SRT)

Pairs of undergraduate students were instructed to engage in metacognitive activities, elaborative activities, or neither while listening to prose passages. Results of a recall test suggested that metacognitive activity facilitated cooperative learning, while elaborative activity transferred to a later individual learning activity. (Author/GDC)

Concludes that an age change in the differential retention of relevant and irrelevant information, when questions are known beforehand, is not necessarily contingent upon a similar age change in attention allocation, as measured by the recorded viewing time. (FL)