The knowledge of college students about conditions under which particular reading tactics are appropriate was studied. Results of 2 experiments with 377 college students identified 10 distinct categories of reading situations, which constitute an approximation of a typology of reading situations that could organize research on reading strategies.…

The cumulative hierarchical assumption of Bloom's Taxonomy was tested by orienting American Australian subjects at four taxonomic levels to the same study material and administering an unexpected memory test. Moderate support was obtained for the cumulative hierarchical assumption, but it is concluded that the evaluation category is misplaced.…

Schematic knowledge was assessed by asking 195 ninth and tenth graders to classify area-of-rectangle problems in terms of whether the text provided insufficient, sufficient, or irrelevant information for solution. The hierarchical ordering of templates for the area of a rectangle is demonstrated, and implications for mathematics instruction are…

Effects of task demands, age, and skill level on memory and metamemory performance were examined for 62 average and 66 low-achieving learning-disabled children. Memory improved with age and skill level, and strategic metamemory revealed age and skill-level differences, but taxonomic metamemory revealed age differences in the average group only.…