Two experiments involving 114 college students were conducted to determine the potential of elaborate verbal rehearsal (EVR) as a learning strategy for high-risk college students. EVR-trained subjects performed significantly better on immediate and delayed tests, which suggests that EVR is a powerful learning strategy for high-risk students. (SLD)

Describes a study at the University of Leiden (Netherlands) that investigated whether students with different learning styles used different study strategies in a hypertext reading environment, the role of strategy regulation in strategy use, the consistency of strategy use over two different reading tasks, and use of the Inventory of Learning…

Suggests that Kuhn's study reported in this issue (PS 524 345) offers insight into how people make casual inferences, and raises important questions about these processes. (JW)

Responds that questions of study by Kuhn and others (PS 524 345) in this issue were motivated by concerns about the role of scientific thinking in general thinking, not in development of scientific reasoning. Study was meant to increase understanding of role of strategies in development, not provide definitive explanation of how strategies fit…

A survey of trainers of challenge course facilitators resulted in a list of general competencies to be included in facilitator training. Includes technical skills involving challenge or ropes courses, group initiatives and low ropes, safety and environmental issues, and program administration. Facilitation skills involve recreational, educational,…

Two experiments with a total of 37 college students showed that metacognitive training influenced strategic flexibility and metacognition of students. The studies also found it was much easier to enhance performance on closed problems than with open problems calling for creativity. (Author/DB)

This study evaluated the effects of presenting mnemonic devices in conjunction with content information on 41 junior high students' recall performance. Results showed that students with and without learning disabilities within the experimental group recalled significantly more of the reviewed information than did control students. (Author/JDD)

Provides an overview of the existing literature on the development of metacognition in gifted children and emphasizes the needed areas of research. Reviews research examining individual differences in gifted and nongifted children in the development of declarative metacognition knowledge, cognitive monitoring, and the regulation of strategies.…

Two researchers respond to a previous "TESOL Quarterly" article that assessed the state of the art of research and classroom applications of learning strategies, and the author of the article responds to those comments. (71 references) (JL)

It is argued that efficient use of cognitive strategies also involves domain-specific knowledge, metacognition, and motivation. Issues concerning cognitive strategy instruction are explored, and it is concluded that a hybrid model representing a compromise between the notion of cognitive strategies and current connectionism may best portray human…

This article provides suggestions to assist teachers in the development of mnemonic aids for basic academic, work, and social skills. It uses the mnemonic STRATEGY to present eight steps for mnemonic development. Use of the STRATEGY mnemonic to develop a variety of other mnemonics, concerned with study skills, listening, friendship, lunchtime…

Teaching writing as a process is advocated to enhance a student's metacognitive skills and understanding of writing. The process can be used with students who have mild disabilities. Prewriting techniques such as clustering and color coding are explained, along with three teacher options for prewriting instruction to address class and student…

This article questions the presentation of rules in the classroom and explores some of the different senses of the term "rule." After making some basic distinctions, the article considers implications for the classroom and suggests there is no single approach to the presentation of grammar rules, and that learners should be encouraged to…

Forty college students in a first-year biology course were randomly assigned to a learning journal (experimental) or scientific report (control) group. Results showed that the experimental group used more metacognitive strategies and more sophisticated cognitive strategies during a learning task. (SLD)

Majority of middle level students should be able to comprehend texts if teachers first prepare students for learning, provide adequate support during reading, and help students expend and apply what they have read to situations outside text. Suggested techniques include using graphic organizers and pattern guides to outline narrative and…