Self-regulated learning (SRL) is a critical component of mathematics problem-solving. Students skilled in SRL are more likely to effectively set goals, search for information, and direct their attention and cognitive process so that they align their efforts with their objectives. An influential framework for SRL, the SMART model (Winne, 2017),…

Examines mnemonic transfer in the form of knowledge generalization in the context of an artwork-learning task. Results reveal that mnemonic instruction produced memory benefits on a direct test, and that on a transfer task, mnemonic students who were directed to focus on the general style of the artist outperformed students who focused on details…

This guest editorial describes ways teachers can use guessing games about an unknown item in a "mystery box" to help children improve their abilities to listen to others, recall information, ask purposeful questions, classify items by class, make inferences, synthesize information, and draw conclusions. The author presents information…

This study tested three hypothesized mechanisms through which explanations might facilitate problem-solving strategy generalization in kindergarteners through second graders. Results suggested that explanations facilitated generalization through the creation of novel goal structures that enabled children to persist in use of the new strategy…

When taught to link sorting to self-instruction ("I'm looking for blue triangles") children show perfect accuracy in sorting. This study investigated if this performance would generalize to new stimuli. One participant showed near-perfect generalization to all new stimulus sets (shapes, letters, pictures); two had difficulty with…

The article presents a model of learning based on the four learning stages of (1) acquisition, (2) proficiency, (3) maintenance, and (4) generalization. The importance of directing instruction at the appropriate learning stage is stressed and examples are given. (DB)

This paper comments on the Integrative Strategy Instruction Model, the Strategies Intervention Model, the Content Enhancement Model, and Process-Based Instruction, concluding that such integrative models are appealing because they draw teachers of students with learning disabilities away from strategy training in nonauthentic settings and from…

This study addressed the problem of promoting generalization of knowledge in people with mental handicaps, by presenting an approach based on the idea that certain cognitive representations of strategies and related concepts are common to solving a wide variety of problems. The surface context of these problems may vary considerably, but all will…

The paper reviews research in the area of cognition, specifically cognitive controls (information processing habits which tend to function across a variety of content areas). The review addresses information on three research questions: (1) What cognitive factors can reliably measure and describe the differences in levels of academic achievement…

Two experiments examined children's early judgments about numerical relations. Found that children as young as three years old are already adept at reasoning about relations between sets, independently of their ability to form numerical representations. Results support the existence of protoquantitative schemas, or ways of thinking about relations…

Examines Krashen's Monitor hypothesis (claiming that no interface exists between acquisition and learning) and finds it inadequate due to the over-restrictive conditions necessary for its use. Alternative acquisition theories and ways in which to monitor under less restrictive conditions are also examined, and a communicative trigger is proposed…

Under the National Curriculum in the United Kingdom, children with learning difficulties will need to use transfer skills for various cross-curricular themes. To promote transfer, the use of cognitive strategies is recommended, including perceived similarity, analysis of the learning context, expert scaffolding, and detailed planning of practice…

This article addresses teaching students with visual impairments metacognitive learning strategies to improve their academic performance. Topics discussed include intrinsic motivation and self-concept; structuring and activating schemata; using cognitive modeling and verbal self-instructional procedures; teaching self-regulatory procedures; and…

The paper offers a broad-based behavioral approach to language generalization which is affected by basic cognitive processes, behavioral learning strategies, environmental variables, and the child's present knowledge base. Implications of this approach for application of a systems approach to intervention are discussed. (Author/DB)

This meta-analytical review of seven studies examined the effectiveness of two intervention approaches--(1) behavior training strategies and (2) cognitive process strategies--to teaching social skills to learners with moderate to severe mental retardation. Although both approaches were effective, the cognitive process appeared more effective in…