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Interactions Among Aptitudes, Strategies, and knowledge in Cognitive Performance

  • Book
  • © 1990

Overview

Editors:
  1. Wolfgang Schneider

    1. Max Planck Institute for Psychological Research, Munich, Germany

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    You can also search for this editor in PubMed   Google Scholar

  2. Franz E. Weinert

    1. Max Planck Institute for Psychological Research, Munich, Germany

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    You can also search for this editor in PubMed   Google Scholar

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Table of contents (19 chapters)

  1. Front Matter

    Pages i-xviii
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  2. Early Cognitive Development

    1. Front Matter

      Pages 1-1
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    2. Experiential Awareness and Children’s Episodic Memory

      • Josef Perner
      Pages 3-11

    3. Understanding Sources of Information: Implications for Early Strategy Use

      • Beate Sodian
      Pages 12-21

    4. Discussion: Theory of Mind

      • Merry Bullock
      Pages 22-26

  4. Interactive Roles of Strategies and the Knowledge Base in Memory Performance

    1. Front Matter

      Pages 97-97
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    2. Developmental and Individual Differences in Children’s Memory Strategies: The Role of Knowledge

      • Jacqueline E. Muir-Broaddus, David F. Bjorklund
      Pages 99-116

    3. Conceptual Knowledge Processing: An Oxymoron?

      • Mitchell Rabinowitz, Robert McAuley
      Pages 117-133

    4. Dynamics of Knowledge Structures: Some Underlying Strategies

      • Elke van der Meer
      Pages 134-146

    5. Knowledge and Strategies: A Discussion

      • Peter A. Ornstein
      Pages 147-156

  5. Impacts of Metacognitive Knowledge and Strategies on Cognitive Performance

    1. Front Matter

      Pages 157-157
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    2. Transsituational Characteristics of Metacognition

      • John G. Borkowski, Lisa A. Turner
      Pages 159-176

    3. Cultural Influences on Children’s Cognitive and Metacognitive Development

      • Beth E. Kurtz
      Pages 177-199

    4. Elaborative Interrogation and Facilitation of Fact Learning: Why Having a Knowledge Base Is One Thing and Using It Is Quite Another

      • Michael Pressley, Eileen Wood, Vera Woloshyn
      Pages 200-221
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Keywords

About this book

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.

Editors and Affiliations

  • Max Planck Institute for Psychological Research, Munich, Germany

    Wolfgang Schneider, Franz E. Weinert

Bibliographic Information

  • Book Title: Interactions Among Aptitudes, Strategies, and knowledge in Cognitive Performance

  • Editors: Wolfgang Schneider, Franz E. Weinert

  • DOI: https://doi.org/10.1007/978-1-4612-3268-1

  • Publisher: Springer New York, NY

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer-Verlag New York Inc. 1990

  • Hardcover ISBN: 978-0-387-97052-3Published: 18 December 1989

  • eBook ISBN: 978-1-4612-3268-1Published: 06 December 2012

  • Edition Number: 1

  • Number of Pages: XVIII, 316

  • Topics: Cognitive Psychology, Community and Environmental Psychology

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