Titlebook: Interactions Among Aptitudes, Strategies, and knowledge in Cognitive Performance; Wolfgang Schneider,Franz E. Weinert Book 1990 Springer-V

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Developmental and Individual Differences in Children’s Memory Strategies: The Role of Knowledge developmental theories with the data that have accumulated on individual differences. In the present paper, we explore the fit that we believe exists between our view of memory development and available data concerning individual differences.

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Handedness

Transsituational Characteristics of Metacognition79; Campione & Brown, 1977)—is much less problematic. That is, the relentless search during the 1970s for the widespread generalization of learning skills is rendered less feasible and, perhaps less interesting, by research and theory on the domain-specificity of strategy use.

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Cultural Influences on Children’s Cognitive and Metacognitive Developmentown reliable relationships between metacognitive and cognitive measures, including performance on memory tasks (Schneider, 1985), school achievement (Pressley, Borkowski, & O’Sullivan, 1985; Schneider, 1985), early reading skills (Evans, Taylor, & Blum, 1979; Taylor, Blum, & Logsdon, 1986), and reading comprehension (Kurtz, in press).

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CLASH

ineffectual

Book 1990rized in hundreds of books. In our view, the field of memory development provides a particularly nice example of the progress that has been made so far. Since John Flavell‘s landmark symposium on "What Is Memory Development the Development of?" in 1971, the question of what develops has been address

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How Content Knowledge, Strategies, and Individual Differences Interact to Produce Strategy Choicesstrategies were performed, for example, the numbers or words that children were trying to remember. Individual differences were conceptualized at a quite general, traitlike level that did not often make contact with either strategies or content knowledge.

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