Interactions Among Aptitudes, Strategies, and knowledge in Cognitive Performance

Wolfgang Schneider, Franz E. Weinert (Herausgeber)

Buch | Hardcover

316 Seiten

1989 | 1990 ed.
Springer-Verlag New York Inc.
9780387970523 (ISBN)

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During the past two decades, a renewed interest in children's cognitive devel opment has stimulated numerous research activities that have been summarized 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 addressed in different ways, yielding a rather complex pattern of findings. A closer look at current research outcomes reveals that ways of describing and explaining de velopmental changes in memory performance have changed considerably during the past 20 years. That is, while individual differences in the use of cognitive strategies were conceived of as the most important predictors of individual dif ferences in memory performance in the 1970s, the crucial role of knowledge has been demonstrated in research conducted in the 1980s. More recent studies have repeatedly emphasized that neither changes in strategies nor knowledge alone is sufficient to explain general patterns of memory development: Here the claim is that strategies ahd different forms of knowledge (e. g. , world knowl edge, domain knowledge, or metacognitive knowledge) interact in rather com plex ways to achieve successful memory performance. We believe that this claim can be generalized to different fields dealing with intelligent information processing.

I Early Cognitive Development.- 1 Experiential Awareness and Children’s Episodic Memory.- Understanding Sources of Information: Implications for Early Strategy Use.- 3 Discussion: Theory of Mind.- II Thinking, Reasoning, and Problem-Solving.- 4 The Entanglement of Knowledge and Process in Development: Toward a Tentative Framework for Understanding Individual Differences in Intellectual Development.- 5 Cognitive Performance and Developmental Constraints.- 6 Understanding and Problem-Solving.- 7 How Content Knowledge, Strategies, and Individual Differences Interact to Produce Strategy Choices.- Explaining Children’s Problem-Solving: Current Trends.- III Interactive Roles of Strategies and the Knowledge Base in Memory Performance.- 9 Developmental and Individual Differences in Children’s Memory Strategies: The Role of Knowledge.- 10 Conceptual Knowledge Processing: An Oxymoron.- 11 Dynamics of Knowledge Structures: Some Underlying Strategies.- 12 Knowledge and Strategies: A Discussion.- IV Impacts of Metacognitive Knowledge and Strategies on Cognitive Performance.- 13 Transsituational Characteristics of Metacognition.- 14 Cultural Influences on Children’s Cognitive and Metacognitive Development.- 15 Elaborative Interrogation and Facilitation of Fact Learning: Why Having a Knowledge Base Is One Thing and Using It Is Quite Another.- 16 The Role of Context and Development From a Life-Span Perspective.- V Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance.- 17 Expert Knowledge, General Abilities, and Text Processing.- 18 Exceptional Memory: The Influence of Practice and Knowledge on the Development of Elaborative Encoding Strategies.- 19 The Role of Knowledge, Strategies, and Aptitudes in Cognitive Performance: Concluding Comments.

Zusatzinfo	XVIII, 316 p.
Verlagsort	New York, NY
Sprache	englisch
Maße	155 x 235 mm
Themenwelt	Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie
	Geisteswissenschaften ► Psychologie ► Sozialpsychologie
	Naturwissenschaften ► Biologie ► Ökologie / Naturschutz
ISBN-13	9780387970523 / 9780387970523
Zustand	Neuware