LEADER 05660nam 2200661 450 001 9910811711003321 005 20230120014827.0 010 $a1-4832-9767-5 035 $a(CKB)3710000000201168 035 $a(EBL)1875398 035 $a(SSID)ssj0001267000 035 $a(PQKBManifestationID)12569545 035 $a(PQKBTitleCode)TC0001267000 035 $a(PQKBWorkID)11255014 035 $a(PQKB)10532008 035 $a(MiAaPQ)EBC1875398 035 $a(EXLCZ)993710000000201168 100 $a20141210h19881988 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aLearning and study strategies $eissues in assessment, instruction, and evaluation /$fedited by Claire E. Weinstein, Ernest T. Goetz, Patricia A. Alexander ; contributors, Patricia A. Alexander [and twenty-seven others] 210 1$aSan Diego, California :$cAcademic Press, Inc.,$d1988. 210 4$dİ1988 215 $a1 online resource (372 p.) 225 1 $aEducational Psychology 300 $a"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." 311 $a0-12-742460-1 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aFront 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 327 $aCHAPTER3. 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 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 327 $aII. 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 327 $aPART 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 327 $aI. 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 327 $aII. Student Interviews 330 $aThis volume reflects current research on the cognitive strategies of autonomous learning. Topics such as metacognition, attribution theory, self-efficacy, direct instruction, attention, and problem solving are discussed by leading researchers in learning and study strategies. The contributors to this volume acknowledge and address the concerns of educators at the primary, secondary, and postsecondary school levels. The blend of theory and practice is an important feature of this volume. 410 0$aEducational psychology. 606 $aLearning$vCongresses 606 $aStudy skills$vCongresses 606 $aCognitive styles$vCongresses 606 $aIndividualized instruction$vCongresses 615 0$aLearning 615 0$aStudy skills 615 0$aCognitive styles 615 0$aIndividualized instruction 676 $a370.15 702 $aWeinstein$b Claire E. 702 $aGoetz$b Ernest T. 702 $aAlexander$b Patricia A. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910811711003321 996 $aLearning and study strategies$93981316 997 $aUNINA