Training versus instruction in the acquisition of cognitive learning strategies

As various cognitive learning strategies have been identified and shown to be useful, the question of how best to teach an individual to use these techniques becomes important. Two studies compared simple instruction to more extended training. In Experiment 1 training was found superior to simple in...

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Bibliographic Details
Published in:Contemporary educational psychology 1981-01, Vol.6 (2), p.159-166
Main Authors: Weinstein, Claire E., Cubberly, Walter E., Wicker, Frank W., Underwood, Vicki L., Roney, Lynn K., Duty, David C.
Format: Article
Language:English
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Summary:As various cognitive learning strategies have been identified and shown to be useful, the question of how best to teach an individual to use these techniques becomes important. Two studies compared simple instruction to more extended training. In Experiment 1 training was found superior to simple instructions with the method of loci for serial recall learning. Training in generalizable strategies involving imagery, verbal elaboration, and grouping was compared to simple instruction for a reading comprehension task in Experiment 2. Training was found to be more effective than instruction with a short-answer test over easy reading material, but not with difficult readings or multiple-choice tests.
ISSN:0361-476X
1090-2384
DOI:10.1016/0361-476X(81)90045-X