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Record Nr. |
UNINA9910811711003321 |
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Titolo |
Learning and study strategies : issues in assessment, instruction, and evaluation / / edited by Claire E. Weinstein, Ernest T. Goetz, Patricia A. Alexander ; contributors, Patricia A. Alexander [and twenty-seven others] |
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Pubbl/distr/stampa |
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San Diego, California : , : Academic Press, Inc., , 1988 |
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©1988 |
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ISBN |
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Descrizione fisica |
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1 online resource (372 p.) |
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Collana |
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Disciplina |
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Soggetti |
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Learning |
Study skills |
Cognitive styles |
Individualized instruction |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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"The chapters included in this volume were originally presented at a conference funded by the Basic Research Program of the Army Research Institute, jointly sponsored by the University of Texas and Texas A&M University, and held at the Texas A&M University campus during October 1984." |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters and index. |
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Nota di contenuto |
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Front Cover; Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation; Copyright Page; Dedication; Table of Contents; Contributors; Preface; PART I:INTRODUCTION: TWO PERSPECTIVES ON LEARNING AND STUDY STRATEGIES; CHAPTER1. THE NEED FOR STUDY STRATEGY TRAINING; CHAPTER2. LEARNING STRATEGIES: AN OVERVIEW; I. Three Views of Learning; II. Four Components of Learning; III. Can Students Learn to Manipulate Their Cognitive Processes?; IV. An Example; V. Research Issues; VI. General Conclusion; References; PART II:ISSUES IN THE ASSESSMENT OF LEARNING AND STUDY STRATEGIES |
CHAPTER3. ASSESSING LEARNING STRATEGIES: THE DESIGN AND DEVELOPMENT OF THE LASSII. Issues in the Assessment of Learning Strategies; II. LASSI-Early Developmental Stages; III. Preliminary Pilot |
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Test; IV. Revision of the LASSI Item Pool; V. Second Pilot Test; VI. Construction of the LASSI Scales; VII. Test-Retest Reliability; VIII. Validity and Norms; IX. Concluding Comment; X. Appendix: Brief Descriptions of LASSI Scales and Sample Items; References; CHAPTER4. SELECTION AND USE OF STUDY STRATEGIES: THE ROLE OF THE STUDIER'S BELIEFS ABOUT SELF AND STRATEGIES; I. Conceptual Frameworks |
II. Attribution TheoryIII. Self-Efficacy Theory; IV. Learner Variables and Strategy Use; V. An Empirical Look at the Model; VI. Implications; References; CHAPTER5. VERBAL-REPORT DATA ON COGNITIVE AND METACOGNITIVE STRATEGIES; I. Strategies: What Are They?; II. Verbal-Report Methods; III. Criticisms of Verbal Reports as Data; IV. Other Methods for Assessing Strategies; References; CHAPTER6. THE ROLE OF ATTENTION IN STUDYING AND LEARNING; I. Introduction; II. What is Effective Studying?; III. The Process of Studying; IV. Theoretical Considerations; References |
PART III:APPROACHES TO INSTRUCTION IN LEARNING AND STUDY STRATEGIESCHAPTER7. COOPERATIVE LEARNING STRATEGIES; Development of a Dyadic Cooperative Learning Strategy; References; CHAPTER8. DIRECT INSTRUCTION OF READING COMPREHENSION STRATEGIES: THE NATURE OF TEACHER EXPLANATION; I. The Nature of Teacher Explanation; II. Teacher Explanations in Successful Instructional Studies; III. The Value of Complete Explanations in Strategy Instruction; IV. Summary; References; CHAPTER9. MOTIVATIONAL SKILLS TRAINING: COMBINING METACOGNITIVE, COGNITIVE, AND AFFECTIVE LEARNING STRATEGIES |
I. Role of Motivation in Strategic BehaviorII. An Integrative Model of Processes underlying Intrinsic Motivation toLearn; III. Conclusion and Future Research Recommendations; REFERENCES; CHAPTER10. INDIVIDUAL DIFFERENCES AND LEARNING STRATEGIES; I. Learning Style as a Dimension of Individual Difference; II. Inventory of Learning Processes; III. Should We Accommodate Personal Characteristics or Try to ChangeThem?; IV. Other Individual Differences Worthy of Study; V. Summary; References; CHAPTER11. IMPLICIT INSTRUCTION OF STRATEGIES FOR LEARNING FROM TEXT; I. Student Diaries |
II. Student Interviews |
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Sommario/riassunto |
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This volume reflects current research on the cognitive strategies of autonomous learning. Topics such as metacognition, attribution theory, self-efficacy, direct instruction, attention, and problem solving are discussed by leading researchers in learning and study strategies. The contributors to this volume acknowledge and address the concerns of educators at the primary, secondary, and postsecondary school levels. The blend of theory and practice is an important feature of this volume. |
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