I Strategy Training of Piagetian Concepts.- 1 Varieties of Strategy Training in Piagetian Concept Learning.- Historical Prologue.- Forms of Effective Strategic Experience.- Concluding Remarks.- References.- 2 Training Cognitive Strategies for Oral Communication.- Cognitive Strategies for Listening Skills.- Cognitive Strategies for Speaking Skills.- Generalization of Training.- Metacognitive Knowledge Versus Cognitive Strategies.- Future Directions.- Reference Notes.- References.- 3 Moral Education Strategies.- Plus-One Exchange Strategy.- Deliberate Psychological Education.- Didactic Instruction Strategies.- Information Processing Strategy.- The Just Community Strategy.- Conclusions and Recommendations.- Reference Notes.- References.- II Cognitive Strategies in Reading and Language.- 4 Reading Strategies Training for Meaningful Learning from Prose.- Theoretical Framework.- Meaningful Learning from Prose.- Studies on Manipulation of Reading Strategies.- Instructional Methods for Reading Strategies.- General Conclusion.- Reference Note.- References.- 5 Children's Flexible Use of Strategies During Reading.- Conception of Reading.- An Introduction to Metacognition and Training Study Skills.- Conclusions.- Reference Notes.- References.- 6 From Theory to Practice in Reading Research: Toward the Development of Better Software.- Historical Background of the Relation Between Theory and Practice in Reading Research.- Recent Trends in the Relation Between Theory and Practice in Reading Research.- Fifteen Years of Research on Reading: Analysis of Motives, Methods, and Inferences.- Toward the Development of Better Software.- Reference Notes.- References.- 7 Strategies in Language Learning.- Some Preliminary Distinctions.- Schema for Classifying Strategies.- Informal Contexts and Strategies.- Formal Settings and Strategies.- Some Theoretical and Practical Conclusions.- Reference Notes.- References.- III Educational Applications of Cognitive Strategy Research.- 8 Pictorial Strategies for School Learning: Practical Illustrations.- Basic Assumptions.- Practical Illustrations.- Summary and Conclusions.- Reference Notes.- References.- 9 Making Meaningful Materials Easier to Learn: Lessons from Cognitive Strategy Research.- Learning Materials and Research.- Children's Cognitive Deficiencies and Materials Modification.- General Discussion.- Reference Notes.- References.- 10 Problems in Classroom Implementation of Cognitive Strategy Instruction.- Can Individually Administered Cognitive Strategy Training Be Adapted Effectively to Group Situations?.- What Individual Differences in Students Need to Be Considered for Cognitive Strategy Instruction to Be Implemented Effectively in the Classroom?.- Can Students Effectively Use Cognitive Strategies During Ongoing Classroom Learning?.- Following Cognitive Strategy Training, Can Strategy Usage Be Maintained and Generalized to Other Similar Tasks?.- What Components Must Be Included in Strategy Instruction for Instruction to Be Effective?.- How Dependent Is Cognitive Strategy Training on Adjunct Materials and How Dependent Should It Be?.- What Cognitive Strategies Should Be Taught and To Whom?.- How Should Cognitive Strategy Instruction Be Implemented in the Classroom?.- Conclusions.- Reference Notes.- References.- Author Index.
For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel opment is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series.
Springer Book Archives