Showing papers in "Contemporary Educational Psychology in 1994"

TL;DR: The authors constructed a 52-item inventory to measure adults' metacognitive awareness and classified items into eight subcomponents subsumed under two broader categories, knowledge of cognition and regulation of cognition.

TL;DR: In this article, a descriptive study of the motivational orientations of first year university students, using as its theoretical base the construct of mastery and performance goals, plus an additional goal of academic alienation, is presented.

TL;DR: In this paper, the effects of cooperative group learning on students' motivation and achievement in algebra II were examined and the implications of these findings for motivational theory and cooperative group structures are discussed.

TL;DR: The authors found that self-appraised high monitors scored higher on a standardized reading comprehension test and were more confident and accurate when evaluating their test performance locally and globally compared to low monitors.

TL;DR: The authors examined the relationship between academic self-concept and academic achievement longitudinally and explored whether or not that relationship is mediated by children's attributional beliefs about the reasons underlying performance outcomes.

TL;DR: This article found that Asian-American students differ significantly from non-Asian students on several constructs, partly reflecting Asian-Americans' lower self-concepts of mathematics ability and their belief that their parents share that conception.

TL;DR: The authors investigated why one type of graphic organizer (a matrix) may communicate interconcept relations more effectively than an outline or text, and found that even when study time was reduced, viewing a matrix helped students make more accurate judgments of inter-concept relations.

TL;DR: In this article, the roles of advice and feedback in the facilitation of on-line processing during acquisition and subsequent impact on memory-based processing during a delayed problem solving task were studied.

TL;DR: The authors examined how the teacher and students used the textbook during instruction and with what effect during a 3-week unit of instruction were an experienced teacher and an eighth grade class Data on textbook use were also collected through a student questionnaire, student and teacher interviews, and "text checks" to see whether students were using their books at home as claimed.

TL;DR: In this article, mastery learning was used to teach biology to three grade nine classes, with two parallel control classes The mastery classes were superior to the control classes in a summative test, students with a bias towards a surface approach to learning achieving comparatively better than others.

TL;DR: In this paper, the authors compared responses to the Learning Process Questionnaire (Biggs, 1992) of three hundred one 14- to 15-year-old Malaysian students were compared both to those of like-age samples of Australian and Hong Kong junior high school students reported by Biggs (1992).

TL;DR: In this article, the effects of training in use of a multiple elaboration strategy is compared with recall for target words obtained with a standard keyword treatment in regular high school Italian classes at Year 10 level.

TL;DR: This article examined the influence of immediate and delayed feedback on learning general information multiple-choice items and found that delayed feedback improved retention and increased confidence on the post-test items, while immediate feedback also increased feedback study-time.

TL;DR: In this paper, the authors investigate the effect of individual versus cooperative learning and type of reward on performance and continuing motivation and find that individuals who worked alone performed better on the post-test and expressed more continuing motivation than those who worked cooperatively.

TL;DR: The authors compared Chinese-American and Anglo-American children in grades 4 to 6 on a nonverbal test of intelligence and 12 chronometric variables, which measure the speed and consistency of retrieval of well-learned simple arithmetic facts (i.e., addition, subtraction, and multiplication of single digits) from LTM.

TL;DR: The authors examined the speed and efficiency of elemental processing among the intellectually gifted among junior high school students and found a significant relationship between elemental processing, task complexity, and intellectual giftedness, and showed that the differences between the gifted and nongifted groups on the ECT parameters increased monotonically with task complexity.

TL;DR: The authors argue that qualitative research has made very little headway toward being accepted as a research method in educational psychology and argue that a clear vision of the role of qualitative methods within educational research is needed, and a series of six guidelines to help chart out that vision are offered.

TL;DR: In this paper, the authors attempted to replicate and extend results from a previous study examining the effects on achievement of generating summaries or analogies while reading a lengthy text and found that post-test achievement was higher for students who generated summaries than for students that generated analogies.

TL;DR: In this paper, the effect of displaying a completed model of a geometric task can increase the cognitive processing load by encouraging the use of a means-ends strategy, and it was found that removing the completed model enhanced the performance of students due to the reduction in the specificity of the goal.

TL;DR: This article studied a thematic map of colonial Ceylon and read an expository text containing facts related to or not related to, the map theme, and found that subjects in the map-first condition recall more theme-related and unrelated text facts and made more correct inferences involving the theme displayed on the map.

TL;DR: This article found that test-expectancy subjects, regardless of specific test expected, are more apt to identify and focus on the important information in the passage than those not provided with a specific test expectancy.

TL;DR: The effects of the orientation of knowledge maps on learning were examined in this paper, where participants were randomly assigned to study from knowledge maps presented vertically (top to bottom) or horizontally (from left to right).

TL;DR: This paper examined the effectiveness of using elaborative interrogation to remember facts embedded in prose paragraphs and found that students who answered the why question were more likely to correctly match the animal with its characteristic.

TL;DR: This article investigated differences in how more successful readers and less successful readers use selective attention and whether or not these differences influence what is learned and recalled by the two groups, and found that more successful participants used reading patterns that were different from those used by less successful participants.

TL;DR: This article found that initial grades produce changes in students' self-concepts, preferences, and personal norms about persistence, and these three modes of thought, in turn, predict students' intentions about persistence.

TL;DR: This paper used relational metaphors (adages) as titles to introduce associated passages and found that the higher the degree of structural relations embedded in the titles of the passages the greater the recall and accessibility of system-related ideas.

TL;DR: In this paper, a cognitive process model of SAT performance was used to differentiate between successful and less successful students, and the results supported the prediction that successful students would have more prior knowledge than less successful ones and would be better at defining problems, assembling strategies and avoiding computational errors.

TL;DR: This article used the face-name mnemonic for remembering who painted what painting in an art appreciation class and found that it was useful for remembering when a painting was completed and when it was completed.

TL;DR: This paper investigated the development of children's metacognition about the influence of ability and effort on reading problems and found that subjects appointed effort, but not ability, a major role in the cause and remediation of reading problems.

TL;DR: For example, this paper found that children receiving mnemonic training with the peg-word (One is a Bun) technique showed superior immediate recall effects during post-test compared to pretest.