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Executive Function: Implications for Education. NCER 2017-2000
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Zelazo, Philip David; Blair, Clancy B.; Willoughby, Michael T. – National Center for Education Research, 2016
Executive function (EF) skills are the attention-regulation skills that make it possible to sustain attention, keep goals and information in mind, refrain from responding immediately, resist distraction, tolerate frustration, consider the consequences of different behaviors, reflect on past experiences, and plan for the future. As EF research…
Descriptors: Executive Function, Attention Control, Educational Research, Learning Processes
Reading to Understand and Remember: The Role of Metacognitive Awareness about Strategies.
Lefebvre-Pinard, Monique; And Others – 1983
Because current research offers little conclusive evidence that explicit metacognitive knowledge is necessary for effective reading, a study was designed to determine (1) if comprehension could be enhanced by activating subjects' awareness of appropriate strategies, and (2) which strategies, based on subjects' spontaneous reports, were most…
Descriptors: Higher Education, Memory, Metacognition, Questionnaires
Teachers' Expectations for Memory and Metamemory Skills of Elementary School Children.
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Moely, Barbara E.; And Others – 1985
To learn about teachers' conceptualization of memory strategy use, memory knowledge, and developmental changes in these skills, investigators administered a questionnaire to 59 teachers of children in kindergarten through sixth grades. The questionnaire included sections on strategy use, metamemory skills, and memory monitoring and control…
Descriptors: Academic Ability, Cognitive Ability, Cognitive Development, Elementary Education
Improving Elementary LD Students' Recall of Social Studies and Science Vocabulary Using Mnemonic Instruction.
Hollaway, Becky L. – 1989
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…
Descriptors: Elementary Education, Learning Disabilities, Learning Strategies, Memory
Students' Approaches to Summarisation.
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Kirby, John R.; Pedwell, Denise – Educational Psychology: An International Journal of Experimental Educational Psychology, 1991
Considers the role that students' approaches to learning play in summarizing text and learning from summarization. Discusses studies of two forms of summarization, one with the text available and one with the text removed after reading but before summarization. Reports that text-absent summarization facilitates deeper processing for students who…
Descriptors: Cognitive Development, Cognitive Style, Educational Research, Higher Education
Students' Metacognition in Mathematical Problem Solving.
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Wong, Philip Siew Koon – 1989
The purpose of this study was to determine whether students from different academic settings differ in their usage of metacognitive strategies in mathematical problem solving, and if they do, what the differences are. A questionnaire was administered to students at various levels from academic tracks and academic streams requiring them to…
Descriptors: Cognitive Ability, Comprehension, Foreign Countries, Learning Processes