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Author: TEXAS CHRISTIAN UNIV FORT WORTH INST FOR THE STUDY OF COGNITIVE SYSTEMS. Publisher: ISBN: Category : Learning, Psychology of Languages : en Pages : 110
Book Description
A learning strategy inventory composed of 201 multiple-choice items, based upon similar work and aspects suggested from a literature review, was developed. Correlational and factor analyses (based on approximately 200 students) were performed to provide a basis for identifying trainable learning strategies. Four phases of the learning process were identified and incorporated into a learning strategy training program (reported elsewhere). The learning inventory provides a significant first step in the development of a more general instrument for diagnosing learning strategy inadequacies in specific individuals.
Author: TEXAS CHRISTIAN UNIV FORT WORTH INST FOR THE STUDY OF COGNITIVE SYSTEMS. Publisher: ISBN: Category : Learning, Psychology of Languages : en Pages : 110
Book Description
A learning strategy inventory composed of 201 multiple-choice items, based upon similar work and aspects suggested from a literature review, was developed. Correlational and factor analyses (based on approximately 200 students) were performed to provide a basis for identifying trainable learning strategies. Four phases of the learning process were identified and incorporated into a learning strategy training program (reported elsewhere). The learning inventory provides a significant first step in the development of a more general instrument for diagnosing learning strategy inadequacies in specific individuals.
Author: Ronald R. Schmeck Publisher: Springer Science & Business Media ISBN: 1489921184 Category : Psychology Languages : en Pages : 381
Book Description
A style is any pattern we see in a person's way of accomplishing a particular type of task. The "task" of interest in the present context is education-learning and remembering in school and transferring what is learned to the world outside of school. Teachers are expressing some sort of awareness of style when they observe a particular action taken by a particular student and then say something like: "This doesn't surprise me! That's just the way he is. " Observation of a single action cannot reveal a style. One's impres sion of a person's style is abstracted from multiple experiences of the person under similar circumstances. In education, if we understand the styles of individual students, we can often anticipate their perceptions and subsequent behaviors, anticipate their misunderstandings, take ad vantage of their strengths, and avoid (or correct) their weaknesses. These are some of the goals of the present text. In the first chapter, I present an overview of the terminology and research methods used by various authors of the text. Although they differ a bit with regard to meanings ascribed to certain terms or with regard to conclusions drawn from certain types of data, there is none theless considerable agreement, especially when one realizes that they represent three different continents and five different nationalities.
Author: Donald F. Dansereau Publisher: ISBN: Category : Languages : en Pages : 81
Book Description
Potentially effective and trainable learning strategies were identified by an analysis of a specially developed learning strategy inventory and a review of educational and psychological review literature. Four aspects of the learning process suggested the usefulness of special training. These were the identification of important or unfamiliar material, the applications of techniques for the comprehension and retention of this information, the efficient retrieval of information and the skill in coping with distractions during the foregoing processes. A training program was developed for teaching selected specific strategies, including the three alternative comprehension/retention strategies of paraphrasing, question-answering, and the use of visual imagery, in such a way as to compare the three alternative connection techniques. The results indicated that minimal strategy training showed significant results in long term retention, although no reliable differences were found in immediate testing. Further refining of the techniques was recommended. An effective strategy training program suitable for implementation in technical training was created, modified, and assessed.
Author: Publisher: Elsevier ISBN: 1483297675 Category : Business & Economics Languages : en Pages : 372
Book Description
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.
Author: Harold F. O'Neil Publisher: Academic Press ISBN: 148326713X Category : Science Languages : en Pages : 245
Book Description
Learning Strategies describes a program of research in learning strategies initiated by the Defense Advanced Research Projects Agency (DARPA) in 1976. The goal of the program is to improve learning, decrease training time, and reduce training costs by developing and evaluating instructional materials designed to teach basic intellectual and affective skills. This book records the program's progress and suggests further avenues for research. Comprised of eight chapters, this book begins with an overview of the theoretical underpinnings of the teaching and learning approaches to the improvement of education, followed by a discussion on DARPA's preliminary work on an empirically based learning-strategy training program as well as its efforts to expand and modify the program. In order to provide an intellectual foundation for this program, several fields are surveyed for potential learning strategies, namely, cognitive psychology, artificial intelligence, behavioral modification, and motor learning. An instructional systems development approach for learning strategies is also proposed. The final chapter deals with models of evaluation extant in education and training and discusses the specific application of transactional evaluation to the DARPA Learning Strategies Research Program. This monograph should be of interest to students, teachers, and educational psychologists.
Author: Kathryn Chatham Stroud Publisher: ISBN: Category : Languages : en Pages :
Book Description
The goal of this project was to develop a self-report inventory designed to assess constructs associated with academic motivation and various learning strategies including study strategies, time management, organizational techniques, attention and concentration, writing and research skills, and test taking strategies. The School Motivation and Learning Strategies Inventory (SMALSI) was developed in two forms, Child and Teen, measuring 9 and 10 constructs, respectively. Following a survey of available literature, items were constructed, subjected to review and revision, and then field tested. Following analyses of internal consistencies, items were removed to improve construct coherence. Revised forms were prepared and administered to a standardization sample of 2921 students. Additional tests of internal consistency wereconducted and final versions were prepared for publication. Analyses suggest adequate reliability for both forms of the SMALSI with great consistency across age, gender, and ethnicity. Validity was assessed for 23 students completing the SMALSI Child Form and 24 students completing the SMALSI Teen Form using the Behavior Assessment System for Children - Self-Report Profile. Student Liabilities scales were positively correlated with measures of emotional, academic, and social maladjustment. In like form, Student Strengths scales were negatively associated with these measures. Interesting results were also obtained specifically regarding the relationship of depression to learning strategies. Validity was also assessed for 32 students completing the SMALSI Child Form and 53 students completing the Teen Form by obtaining Texas Assessment of Knowledge and Skills (TAKS) scores. Results for several of the constructs indicated small to moderate correlations in the expected direction. Guidelines for interpretation of the ten SMALSI constructs were presented along with suggestions for further investigation, including the use of clinical populations and standardized measures of achievement.
Author: Maxine Dalton Publisher: Center for Creative Leadership ISBN: 160491713X Category : Business & Economics Languages : en Pages : 25
Book Description
You’ll use this tool to discover how you learn and how you can adopt new learning strategies. The Participant Survey and Workbook enables you to score your inventory, interpret the results, and apply your discoveries on the job. With the help of a world-renowned leadership authority, you’ll draw more out of your professional experiences than ever before!
Author: TEXAS CHRISTIAN UNIV FORT WORTH INST FOR THE STUDY OF COGNITIVE SYSTEMS.
Author: TEXAS CHRISTIAN UNIV FORT WORTH INST FOR THE STUDY OF COGNITIVE SYSTEMS.
Author: Donald F. Dansereau
Author: Donald F. Dansereau
Author: Ronald R. Schmeck
Author: Donald F. Dansereau
Author: 
Author: Harold F. O'Neil
Author: Kathryn Chatham Stroud
Author: Maxine Dalton
Author: