Cognitive Learning and Memory in Children: Progress in Cognitive Development ResearchM. Pressley, C.J. Brainerd 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 developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive development 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. A fairly broad definition of cognitive development is being used in the selection of books for this series. |
Contents
Childrens Use of Cognitive Strategies How to Teach | 1 |
The Components of Proficient Strategy | 7 |
Research on Strategy Shifts Specific Strategy Knowledge | 21 |
Copyright | |
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9-year-olds adults analysis ANOVA associated behavior Brown Child Development cognitive activities cognitive development cognitive operations Cognitive Psychology cognitive strategies Cole components comprehension concept context cues cultural D-task Daehler DeLoache developmental level Developmental Psychology differences domain distance Educational Psychology effects elaboration encoding Erlbaum example experience F-ratio F-test familiar fantasy Flavell Gardner Ghatala goals Hillsdale infantile amnesia infants interactions Journal of Educational Journal of Experimental keyword method Kilgore study learners learning Levin literal responses magical interpretations Meichenbaum memory development memory performance memory tasks metacognition metamemory metaphorical metaphorical interpretation mnemonic monitoring nonhuman nouns objects Perlmutter Porky Pig presented Pressley Princeton study problem procedure processes produce recall rehearsal remembering response patterns retrieval Rogoff sentences social specific strategy knowledge statistical statistical power stimuli story subjects teacher trials Type Type I error variables verbal verbs Wellman Winne York young children