Investigates the impact and relationship of notetaking techniques, notetaking functions, and measures of working memory on learning in an introductory college economics course. Compares conventional (taking notes in the customary fashion) with the outline method (recording notes in spaces on an instructor-provided outline). Includes suggestions…

This review explores the factors of cognitive processing, style, and metacognitive organization as they contribute to academic success. Specific discussions consider aspects of short- and long-term memory, including how these affect learning and academic performance, and the keys to attaining long-term memory capability by involving redundancy,…

This guide is designed for those teaching return-to-study courses for adults. It is divided into two parts. A course guide begins by explaining why past approaches for equipping students for academic success are unhelpful. The approach used in this guide is described by drawing on cognitive psychology, especially about short- and long-term memory,…

This article suggests that the use of mnemonic strategies may help learning disabled (LD) students in the area of spelling, which is of particular frustration to most LD students. It has been found that children with learning disabilities do not have a pathological difficulty with long-term memory, but rather a deficiency in the use of…

The literature on metacognition and students having learning problems is reviewed. Investigations of metacognitive instruction to enhance memory skills, to increase text comprehension, and to improve written expression and math performance are reported. The roles of the teacher and learner in acquiring and controlling the targeted cognitive…

Research identifies two interrelated memories--one that retains facts and symbols and one that retains motor and problem-solving skills. These and other findings challenge educators to determine what students should memorize, to help them move from random memorization to creating useful concepts, and to teach students to use memory in problem…

The article addresses what is regarded as unjustifiably pessimistic characterizations of memory strategy instructional research, and argues that solid laboratory research on strategy use is needed though much memory instructional research with direct classroom applications to learning-disabled students has been completed. (Author/DB)

This article examines ways in which intuitive understandings may help teachers in developing the thinking of pupils with autism. The article suggests that, by working toward students' development of an autobiographical memory, it may be possible for them to establish an awareness of their own role as a problem solver. (JDD)

Learning-disabled and average readers (n=120) from grades four through six completed comprehension questions under one of four treatment conditions. Results indicated that computer-mediated text was no better than off-line conditions in improving learning-disabled readers' comprehension. Attribution and metacognitive sophistication were…

Study strategies are those specific reading skills that increase understanding, memory storage, and retrieval. Memory techniques are crucial to effective studying, and to subsequent performance in class and on written examinations. A major function of memory is to process information. Stimuli are picked up by sensory receptors and transferred to…

Research regarding cognitive strategies instruction is reviewed and implications for its use with mildly handicapped learners considered. Approaches to enhance performance in memory and attention; academic learning (mathematics, written language, and reading comprehension); and studying content material are described. (CL)

Two metacognitive strategies, ARROW and BRIDGE, are presented that can be taught to students with language-based learning disabilities to help them manage the long-term memory demands of middle school and high school curricula. A metastrategy is presented that is designed to facilitate the development of strategic problem solving. (Author/CR)

This study conducted in a midwestern city, addressed problems experienced by learning disabled (LD) students in recalling specialized science and social studies vocabulary. This apparent problem was confirmed by a teacher questionnaire and analyses of types and frequency of test errors on recent exams. Students appeared unfamiliar with memory…

Presents strategies for helping students develop their metacognitive abilities. Teachers must specifically encourage thinking about thinking. (MD)

Reports on a study of four Australian 11th-grade biology students that used stimulated recall to evaluate student thinking processes.The study confirmed the complexity of the teaching-learning process. (MD)