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Cognitive Strategy Research [electronic resource] : Part 1: Psychological Foundations / edited by M. Pressley, J. R. Levin.

Contributor(s): Material type: TextSeries: Springer Series in Cognitive DevelopmentPublisher: New York, NY : Springer New York : Imprint: Springer, 1983Edition: 1st ed. 1983Description: XIV, 318 p. online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781461255222
Subject(s): Additional physical formats: Printed edition:: No title; Printed edition:: No title; Printed edition:: No titleDDC classification:
  • 153 23
LOC classification:
  • BF201
Online resources:
Contents:
I Memory Strategies Across the Life Span -- 1 Children’s Use of Memory Strategies Under Instruction -- 2 Memory Strategy Instruction During Adolescence: When Is Explicit Instruction Needed? -- 3 Mnemonic-Device Instruction with Adults -- 4 Memory Strategy Instruction with the Elderly: What Should Memory Training Be the Training Of? -- II Cognitive Strategies and Special Populations -- 5 Learning and Memory Strategies in the Mentally Retarded -- 6 Memory Strategy Instruction with the Learning Disabled -- 7 The Zone of Proximal Development -- III Strategies for Attitudinal and Social-Behavioral Change -- 8 Cognitive Processes in Television Viewing: Description and Strategic Implications -- 9 Cognitive Strategies in Advertising Design -- 10 Cognitive Behavior Modification: The Clinical Application of Cognitive Strategies -- 11 Cognitive Strategy Training and Children’s Self-Control -- Author Index.
In: Springer Nature eBookSummary: 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.
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I Memory Strategies Across the Life Span -- 1 Children’s Use of Memory Strategies Under Instruction -- 2 Memory Strategy Instruction During Adolescence: When Is Explicit Instruction Needed? -- 3 Mnemonic-Device Instruction with Adults -- 4 Memory Strategy Instruction with the Elderly: What Should Memory Training Be the Training Of? -- II Cognitive Strategies and Special Populations -- 5 Learning and Memory Strategies in the Mentally Retarded -- 6 Memory Strategy Instruction with the Learning Disabled -- 7 The Zone of Proximal Development -- III Strategies for Attitudinal and Social-Behavioral Change -- 8 Cognitive Processes in Television Viewing: Description and Strategic Implications -- 9 Cognitive Strategies in Advertising Design -- 10 Cognitive Behavior Modification: The Clinical Application of Cognitive Strategies -- 11 Cognitive Strategy Training and Children’s Self-Control -- 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.

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