Cognitive Elaboration Learning Strategies.

Autor/in	Weinstein, Claire E.
Institution	Texas Univ., Austin. Dept. of Educational Psychology.
Titel	Cognitive Elaboration Learning Strategies.
Quelle	(1977), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Processes; Cognitive Style; Educational Strategies; Grade 9; Individual Development; Learning; Learning Processes; Learning Theories; Mediation Theory; Questionnaires; Secondary Education; Skill Development; Task Performance; Transfer of Training + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Lehrstrategie; School year 09; 9. Schuljahr; Schuljahr 09; Individuelle Entwicklung; Lernen; Learning process; Lernprozess; Learning theory; Lerntheorie; Mediationsverfahren; Fragebogen; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Training; Transfer; Ausbildung
Abstract	This paper discusses a series of interdependent projects designed to further define the covert processes involved in utilizing cognitive skills, as well as the procedures necessary to train an individual in their use. In an early project designed to ascertain the types of strategies used by learners in an academic or training environment, participants received several learning tasks to perform. They were then asked to identify and explain the kinds of strategies used to learn these materials and to suggest other useful methods. Learning tasks included paired associates, serial lists, free recall lists, and reading comprehension. Data collected from this study were analyzed and combined with previous research results to produce the Learning Activities Questionnaire (LAQ), which has been extensively field tested and revised. Current results indicate that more successful learners, and those with more years of schooling, use meaningful elaboration strategies in preference to the more rote, or superficial, strategies. (Author/MV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01