Titlebook: Cognitive Strategy Research; Part 1: Psychologica Michael Pressley,Joel R. Levin Book 1983 Springer-Verlag New York Inc 1983 Ged?chtnis.Mem

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Children’s Use of Memory Strategies Under Instructione childhood years. The first section of the chapter presents a general developmental framework in which all strategy development can be viewed. Its emphasis is on the change from limited, context-specific, and often inconsistent strategy use to broader, more consistent, context-free strategy use. It

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Memory Strategy Instruction During Adolescence: When is Explicit Instruction Needed?sociated with this developmental interval (e.g., Conger, 1977), for purposes of this chapter we will consider people from roughly 10 to 22 years of age as adolescents. In doing so, it is recognized that we may be invading the territories that Waters and Andreassen (Chapter 1), Cook and Mayer (1983),

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Mnemonic-Device Instruction with Adultsthe method of loci to memorize their speeches, and medieval academics used the commonplace method for remembering all the knowledge that they would need for scholarly disputation (Yates, 1966). The first book in the English language devoted entirely to applied psychology was on memory techniques (La

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Learning and Memory Strategies in the Mentally Retardedsee Detterman, 1979; Ellis, 1979). Interest in control processing in the retarded was spurred by the theoretical insights of Norman Ellis (1970). Having pioneered work on structural deficits in retarded learning (Ellis, 1963), he began to shift his research focus in the late 1960s to rehearsal proce

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Memory Strategy Instruction with the Learning Disabled appropriate target group. Because of an uneven pattern of abilities (i.e., a specific deficit in processing letters, numbers, sounds, or word meanings, while showing normal performance in other intellectual areas), the learning-disabled child experiences repeated failure in the classroom and the le

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Cognitive Processes in Television Viewing: Description and Strategic Implicationsets more than 6 hours per day (Comstock, Chaffee, Katzman, McCombs, & Roberts, 1978); children under the age of 6 view an average of 4-5 hours daily (Roberts & Bachen, 1981). The potential impact of this extensive exposure to television on psychological and behavioral development is now well establi

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Cognitive Strategies in Advertising Designearchers but is replete with examples of strategy application. The chapter is organized around two main categories of strategies that have been applied in advertising. Visual strategies are emphasized and refer to presenting information graphically and in other concrete ways to elicit mental imagery