Titlebook: Cognitive Strategy Research; From Basic Research Christine B. McCormick,Gloria E. Miller,Michael Pr Book 1989 Springer-Verlag New York Inc

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Dominika Tkaczyk,Łukasz Bolikowskiactivity aimed at evaluating or regulating one’s own cognitions (Flavell, 1979). Examples of cognitive monitoring include planning, checking, self-testing, assessing one’s progress, and correcting one’s errors. Researchers have come to recognize that cognitive monitoring plays a vital role in virtua

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MACJa: Metadata and Citations Jailbreaker represent realistic daily situations in which adults employ arithmetic, and frequently are encountered on standardized tests that people take for educational and career advancement. Developing solutions to problems like these requires no specialized knowledge—only fifth-grade reading and math are n

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Open Knowledge Extraction Challengeegic instruction. Accordingly, this chapter contains a report of research examining transferable (and nontransferable) aspects of strategies acquired as young children learn Logo. Logo is a programming language suggested as a vehicle for the development of new ways of thinking for children (Nickerso

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Computer-Assisted Strategic Instructionegic instruction. Accordingly, this chapter contains a report of research examining transferable (and nontransferable) aspects of strategies acquired as young children learn Logo. Logo is a programming language suggested as a vehicle for the development of new ways of thinking for children (Nickerson, Perkins, & Smith, 1985; Papert, 1980, 1987).

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Informal Instruction and Development of Cognitive Skills: A Review and Critique of Researchen accomplish tasks, completing parts children cannot; and they tend to offer less assistance as children become able to do more on their own. Children are also exposed, however, to people who do not share their knowledge and skills (or do so poorly), do not help children attempt new tasks, and/or d

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