Cognitive Strategies

Pressley, Michael; Hilden, Katerine

doi:10.1002/9780470147658.chpsy0212

Cited by 23 publications

(41 citation statements)

References 228 publications

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“…However, learners cannot always regulate themselves successfully because of reasons such as lack of good strategy use (Pressley and Hilden 2006), lack of metacognitive knowledge (Veenman et al 2006), failure to control of metacognitive processes (Hacker et al 2009), or lack of experience in learning environments with multiple representations (Azevedo et al 2009). Thus, how to foster SRL ability has become a central issue in the field of education research and practice.…”

Section: Literature Reviewmentioning

confidence: 99%

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis

Zheng

2016

Asia Pacific Educ. Rev.

173

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This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2648 students. Moderator analyses were performed using a random effects model that focused on the three main areas of scaffold characteristics (including the mechanism, functions, delivery forms, mode, and number of scaffolds; how to promote self-regulated learning by scaffolds); demographics of the selected studies (including sample groups, sample size, learning domain, research settings, and types of computer-based learning environments); and research methodological features (including research methods, types of research design, types of organization for treatment, and duration of treatment). Findings revealed that self-regulated learning scaffolds in computer-based learning environments generally produced a significantly positive effect on academic performance (ES = 0.438). It is also suggested that both domain-general and domain-specific scaffolds can support the entire process of self-regulated learning since they demonstrated substantial effects on academic performance. Different impacts of various studies and their methodological features are presented and discussed.

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Section: Literature Reviewmentioning

confidence: 99%

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis

Zheng

2016

Asia Pacific Educ. Rev.

173

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Section: Strategy Usementioning

confidence: 99%

“…Furthermore, they can be described as a sequence or a pattern of interdependent mental operations (Pressley and Hilden, 2006). The use of strategies is conscious, controllable and effortful (Pressley and Hilden, 2006;Shaffer and Kipp, 2010). Level and quality of strategy use is associated with a broad range of learning outcomes, e.g., achievement in reading (Hong-Nam et al, 2014;Cromley and Wills, 2016), science (Akyol et al, 2010;Deekens et al, 2017) and mathematics (Torbeyns et al, 2006;Askeland, 2012).…”

Section: Strategy Usementioning

confidence: 99%

“…Internal causes of such deficiencies include poor working memory, low metacognitive and declarative knowledge, and low intelligence (Clerc and Miller, 2013). The observed deficiencies can consequently be due to a range of factors, for example not having knowledge about the tasks and relevant strategies, not applying appropriate known strategies, not being able to adapt or integrate multiple known strategies, failing to inhibit earlier strategies, or not being motivated to use strategic approaches (Miller and Seier, 1994;Pressley and Hilden, 2006;Shaffer and Kipp, 2010).…”

Section: Strategy Usementioning

confidence: 99%

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The Association of Strategy Use and Concrete-Operational Thinking in Primary School

Börnert-Ringleb

Wilbert

2018

Front. Educ.

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Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first-and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs.

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“…Although very young children (preschoolers) show clear evidence of strategy use in some tasks, they do not spontaneously use effective strategies in list-learning tasks, such as those employed in research on the spacing effect (Pressley & Hilden, 2006). Even when the precursors of strategies are observed in preschoolers, they typically have no effect on memory performance (e.g., Baker-Ward, Ornstein, & Holden, 1984;Ornstein, Baker-Ward, & Naus, 1988).…”

mentioning

confidence: 99%

The spacing effect in intentional and incidental free recall by children and adults: Limits on the automaticity hypothesis

et al. 2009

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Cognitive Strategies

Cited by 23 publications

References 228 publications

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis

The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis

The Association of Strategy Use and Concrete-Operational Thinking in Primary School

The spacing effect in intentional and incidental free recall by children and adults: Limits on the automaticity hypothesis

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