
Contents
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What Are Cognitive Strategies Anyway? What Are Cognitive Strategies Anyway?
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Conceptual Quandary: The Boundaries Between Skills and Strategies Conceptual Quandary: The Boundaries Between Skills and Strategies
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Contributory Factors Contributory Factors
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Definitional confusion. Definitional confusion.
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Intentionality and effortfulness. Intentionality and effortfulness.
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Pedagogical concerns. Pedagogical concerns.
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Contributions of Epistemic Beliefs and Motivation/Emotion Research Contributions of Epistemic Beliefs and Motivation/Emotion Research
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Types of Strategies Types of Strategies
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Domain-General and Domain-Specific Strategies Domain-General and Domain-Specific Strategies
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Deep-Processing and Surface-Processing Strategies Deep-Processing and Surface-Processing Strategies
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Cognitive and Metacognitive Strategies Cognitive and Metacognitive Strategies
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Measuring Strategies Measuring Strategies
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Questionnaire measures and assigned conditions. Questionnaire measures and assigned conditions.
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Real-time processing measures. Real-time processing measures.
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Expanding Classes of Strategies Expanding Classes of Strategies
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Metastrategies Metastrategies
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Relational reasoning. Relational reasoning.
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Analogy. Analogy.
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Anomaly. Anomaly.
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Antinomy. Antinomy.
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Antithesis. Antithesis.
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Strategies for Online Learning Strategies for Online Learning
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Strategies in the Classroom Strategies in the Classroom
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What Are the Barriers to Being Strategic in Classrooms? What Are the Barriers to Being Strategic in Classrooms?
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Poor cognitive monitoring. Poor cognitive monitoring.
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Primitive routines. Primitive routines.
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Meager knowledge base. Meager knowledge base.
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Classroom goals. Classroom goals.
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Minimal transfer. Minimal transfer.
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What Do Learning Settings That Promote Strategies Look Like? What Do Learning Settings That Promote Strategies Look Like?
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Teachers and students understand what it means to be strategic. Teachers and students understand what it means to be strategic.
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Teachers and students know how to apply strategies appropriate to the context. Teachers and students know how to apply strategies appropriate to the context.
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Learner differences are considered. Learner differences are considered.
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Into the Future: What the Next 25 Years of Strategy Research Holds Into the Future: What the Next 25 Years of Strategy Research Holds
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Developmental and Longitudinal Studies Developmental and Longitudinal Studies
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Neurophysiological Traces of Strategic Thinking Neurophysiological Traces of Strategic Thinking
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Advances in Measurement and Statistics Advances in Measurement and Statistics
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Orchestration of Supportive Environments for All Learners Orchestration of Supportive Environments for All Learners
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Concluding Thoughts Concluding Thoughts
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References References
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A Retrospective and Prospective Examination of Cognitive Strategies and Academic Development: Where Have We Come in Twenty-Five Years?
Get accessUniversity of Maryland
College of Education, University of Maryland
University of Denver (current), University of Maryland (former)
University of Maryland
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Published:08 May 2018
Cite
Abstract
This article offers a retrospective and prospective analysis of the role of cognitive strategies in students’ academic development over the past 25 years. The focus is on those processes that individuals employ to advance their own learning and understanding (learning strategies) and, to a lesser degree, those procedures applied to regulate and monitor that learning and understanding (metacognitive or self-regulatory strategies). Drawing on a groundbreaking review from 1988, the article examines how students’ epistemic beliefs—their beliefs about knowing and knowledge—may affect strategic engagement. It also considers students’ motivations or emotions that accompany learning and academic development and, therefore, strategic processing. Finally, it describes strategies associated with online learning, the barriers to being strategic in classrooms, and situations in which teachers and students can foster strategic thinking.
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