Examining students' retrospective memories of strategy development.

Abstract

Two studies were conducted to assess students' self-reported use of cognitive study strategies. Both studies used a written survey to assess where and when students were introduced to their preferred study strategies. The 1st study compared high school and university students. The 2nd study compared university students' recollections of strategy use in high school with their present study behaviors. Results from the 2 studies were consistent. All groups, at all times in their education, regardless of course difficulty, preferred repetition strategies. Students were aware of other more sophisticated strategies but used them to a lesser extent. What was most compelling was students' indication that strategy instruction was a late addition to their educational experience, with many indicating high school as their 1st encounter with strategy instruction. These reports suggest that students' dependence on repetition strategies may be a product of the lack of familiarity and flexibility in the execution of more sophisticated strategies.

Reading Strategies Used by Vietnamese Efl and Esl University Students

“…Reading motivation is a multifaceted construct that includes reading goals, intrinsic and extrinsic motivation, selfefficacy and social motivation for reading , and it refers to the internal states that make people read (Mazzoni, et al, 1999). Wood et al (1998) suggests that how a learner views himself as a social being is a crucial determiner of his motivation. Motivation and de-motivation for learning are not simply manifestations of individual cognition but consequences of a complex interaction between the person and the social.…”

“…They show an inability to read selectively or to extract what is important for the purpose of reading and discarding what is insignificant. Also, they often select ineffective and inefficient strategies with little strategic intent (Wood, et al, 1998). Consequently, their reading comprehension is reduced.…”

A motivação de adolescentes em relação com a perspectiva de tempo futuro

“…Mesmo assim, deve-se ter presente que o conhecimento e uso de estratégias eficazes de aprendizagem supõem orientações explícitas por parte dos professores (Boruchovitch, 1999;Wood, Motz & Willoughby, 1998). Pode-se até supor que, em relação aos alunos da amostra inteira, não importando a distinção dos dois grupos ora em foco, pouco teria sido feito em termos de ensino e treinamento de estratégias eficazes de estudo, o que levou à equiparação dos resultados nessa variável.…”

Leitura compreensiva e utilização de estratégias de aprendizagem em alunos de Psicologia

“…Na perspectiva da Psicologia Cognitiva, baseada na teoria do processamento humano da informação, a aquisição do conhecimento está relacionada ao desenvolvimento da capacidade de pensar sobre os próprios pensamentos, o que permite ir muito além da apreensão de noções baseada unicamente em fatos. Essa capacidade recebe o nome de metacognição e refere-se ao conhecimento do processo de conhecer, ao planejamento, predição e monitoramento do próprio processo de aprender (Wood, Mot & Willoughby, 1998;Cardoso, 2002;Joly & Paula, 2005). De acordo com Boruchovitch e Costa (2000), a capacidade de metacognição existe, ainda que em menor proporção, mesmo em crianças mais novas.…”