Literaturnachweis - Detailanzeige
Autor/inn/en | Ghatala, Elizabeth S.; und weitere |
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Titel | A Componential Analysis of the Effects of Derived and Supplied Strategy-Utility Information on Children's Strategy Selection. |
Quelle | In: Journal of Experimental Child Psychology, 41 (1986) 1, S.76-92 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Cognitive Processes; Comparative Analysis; Grade 2; Information Utilization; Learning Processes; Learning Strategies; Memory; Metacognition; Young Children Cognitive process; Kognitiver Prozess; School year 02; 2. Schuljahr; Schuljahr 02; Informationsnutzung; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Frühe Kindheit |
Abstract | Second-grade children were explicitly supplied with zero, one, two, or three components of information to specify the respective contributions of various sources and amounts of acquired strategy-utility information. Metacognitive knowledge was evidenced only when the training regiment included the complete set of critical metacognitive components. (HOD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |