Cognitive Strategy Research

1. Front Matter

   Pages i-xiv

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2. Memory Strategies Across the Life Span

   1. Front Matter

      Pages 1-2

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   2. Children’s Use of Memory Strategies Under Instruction

      • Harriet Salatas Waters, Carol Andreassen

      Pages 3-24

   3. Memory Strategy Instruction During Adolescence: When is Explicit Instruction Needed?

      • Michael Pressley, Joel R. Levin, Susan L. Bryant

      Pages 25-49

   4. Mnemonic-Device Instruction with Adults

      • Francis S. Bellezza

      Pages 51-73

   5. Memory Strategy Instruction with the Elderly: What Should Memory Training be the Training of?

      • Pamela Roberts

      Pages 75-100

3. Cognitive Strategies and Special Populations

   1. Front Matter

      Pages 101-102

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   2. Learning and Memory Strategies in the Mentally Retarded

      • John G. Borkowski, Fredi P. Büchel

      Pages 103-128

   3. Memory Strategy Instruction with the Learning Disabled

      • Patricia E. Worden

      Pages 129-153

   4. The Zone of Proximal Development

      • Jeanne D. Day

      Pages 155-175

4. Strategies for Attitudinal and Social-Behavioral Change

   1. Front Matter

      Pages 177-178

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   2. Cognitive Processes in Television Viewing: Description and Strategic Implications

      • W. Andrew Collins, Mary Wiens

      Pages 179-201

   3. Cognitive Strategies in Advertising Design

      • Kathryn Lutz Alesandrini

      Pages 203-220

   4. Cognitive Behavior Modification: The Clinical Application of Cognitive Strategies

      • William M. Reynolds, Kevin D. Stark

      Pages 221-266

   5. Cognitive Strategy Training and Children’s Self-Control

      • Michael Pressley, William M. Reynolds, Kevin D. Stark, Maribeth Gettinger

      Pages 267-300

5. Back Matter

   Pages 301-318

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For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop­ mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel­ opment is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive­ developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series.

• Gedächtnis
• Memory
• Mnemotechnik
• Motivation
• learning

• Department of Psychology, University of Western Ontario London, Ontario, Canada

  Michael Pressley

• Department of Educational Psychology and Wisconsin Center for Education Research, University of Wisconsin Madison, Wisconsin, USA

  Joel R. Levin

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