In this paper we examine the development of children's metamemory and provide practical implications of research findings for the classroom. In the first part of the paper we define and discuss the global concept of metacognition, the component processes of metacognition and the importance of each component to children's learning. We…

Analytical thinkers process information sequentially, use induction and abstraction, and are objective. Global thinkers process simultaneously and are deductive, concrete, and subjective. The challenge is to match teaching to learners' strengths. (SK)

Students with learning disabilities work to avoid difficult tasks while trying to appear competent ("passing"). They also check, monitor, and evaluate their actions, a form of "metacognition." These are flip sides of the same coin of strategic interaction and are context-bound, not context-free activities. (Author/LHW)

A study examined how a stratified nonrandom sample of 112 female retirees cognitively structure their knowledge about retirement. The women, who were selected from two rural communities in two Mid-Atlantic states, were asked to complete brief questionnaires about their background and satisfaction with retirement and to sort 13 cards imprinted with…

One principal's criterion for proper decision-making information may be much different from that of another. Information providers need to decide what constitutes relevant information when communicating to decision-makers. Fifty-three principals and 11 assistant principals were administered two indicator tests to investigate the relationship…

A study compared the literary response and character attribution processes of 40 undergraduate students on the basis of differences in their interpersonal construct repertoire, or "interpersonal cognitive complexity." No studies to date have explored the ways in which cognitive complexity influences readers' overall responses to…

Reviews research indicating that students' cognitive models hold random events to be equiprobable Examined 87 students between the ages of 15 and 17 to determine whether masking a random event using geometric figures would affect the students' view of the event as equiprobable. Results indicated that masking overcame the equiprobable bias of the…

The conceptions of information needs of seven American and seven Swedish mechanics employed by a Swedish multinational machine industry are compared by using perspective text analysis to analyze their verbal responses to three open-ended questions concerning their need for work-related information. The structures embedded in the texts are…

Reports the use of two different visual control treatments (self-controlled versus system-imposed) among students with different cognitive styles. Students in middle school were tested to determine how they learned from instructional materials generated using different design approaches. Results indicated that students with different cognitive…

This book presents the findings of a longitudinal study of 101 college students and the development of their ways of knowing over a 5-year period, focusing particularly on the role of gender in intellectual development. Part 1, "Understanding Gender-Related Patterns of Knowing," introduces different ways of knowing. Chapter 1 reviews the…

Years of research have shown that student learning is based on cognitive development. This finding has implications for the teaching of vocational education, especially to marginal students who are potential dropouts. Research has shown that students who have an internal rather than an external locus of control and who are more field independent…

This book, which contains 19 chapters, examines children's learning processes in light of reconceptualizations of Piagetian theory. Part one traces the theoretical question underpinning this examination and includes three chapters: "General and Specific Views of the Mind, its Structure, and its Development"; "A Neo-Piagetian…

Conventional schooling too often ignores the influence of school culture on what is learned in school. Knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used; this is known as cognitive apprenticeship. Implications for understanding learning and teaching are discussed. (Author/BJV)

Research has revealed distinct differences in the problem-solving approaches of high- and low-aptitude students. As a consequence, content area teachers can focus on thinking skills by having students describe their mental processes and giving them feedback on erroneous or incomplete reasoning. (TE)

This book summarizes and applies the last 2 decades of research on cognitive psychology to the preparation of educational administrators. Following a foreword by Larry Cuban and an introduction by Philip Hallinger, Kenneth Leithwood, and Joseph Murphy, part 1 explores how cognitive perspectives illuminate the conceptualization of problems faced by…