In this descriptive classroom study, we used video-based observations supplemented with teacher interviews to provide precise information about the instruction of comprehension strategies that naturally occurred in 4 Norwegian lower-secondary language arts classrooms while students worked with expository texts. The results showed that the teachers…

This study examined contextual effects in Norwegian 10th-grade students' reports on cognitive and metacognitive strategies when using the Cross-Curricular Competencies (CCC) instrument. The CCC was first administered as the final task in a long (three-hour) testing session in the Organisation for Economic Co-operation and Development Program for…

The relative contribution is examined of epistemological beliefs and implicit theories of intelligence to students' adoption of mastery, performance-approach and performance-avoidance goals in two different academic contexts, business administration and teacher education, in the short as well as the long term. The results showed that…

In a sample of 157 Norwegian political science undergraduates, two dimensions of epistemological beliefs concerning Internet-based knowledge and knowing were identified through factor analysis. The first dimension, general Internet epistemology, ranged from the integrated view that the Internet is an essential source of true, specific facts to…

Discusses some instruments for assessing students' use of self-regulated learning strategies and cultural differences in the use of such strategies. Studies of 349 Norwegian college students suggest that the use of self-regulated learning strategies is similar in Norway and the United States. Discusses implications for cross-cultural studies in…

Teaching an eight-year-old girl with learning difficulties a more advanced addition strategy through multicomponent self-regulation training and a self-instructional model resulted in more rapid problem solving, fewer learning errors, and the acquisition of even more advanced addition strategies. (SLD)

Presents a conception of word recognition involving both phonological and orthographic processes. Discusses three explanations about the origin of orthographic processes in word recognition, and suggests that automatic orthographic word recognition is directly dependent on children's amount of reading practice in an out-of-school setting.…

Demonstrates the merging of cognitive psychology, psychology of mathematics, and special education. Various models of children's addition strategies are reviewed and critiqued. Addition strategy with poor learners should be comprehensive and include interactions between strategies, knowledge, metacognition, motivation, and social factors. (MAK)

It is demonstrated that the topics discussed in contemporary research in metacognition are integral parts of the theory of cognitive development of L. S. Vygotsky. Unique to Vygotsky's approach is a focus on the sign system of human language and the linguistic tools of thought and control. (SLD)

This third article of a series reviews recent metacognitive projects inspired by the theory of L. S. Vygotsky. These projects include research on (1) children's memory development; (2) the mother-child dyad; (3) the origin and function of adaptive inner speech; and (4) problem learners. (SLD)

It is argued that efficient use of cognitive strategies also involves domain-specific knowledge, metacognition, and motivation. Issues concerning cognitive strategy instruction are explored, and it is concluded that a hybrid model representing a compromise between the notion of cognitive strategies and current connectionism may best portray human…

The concept of metacognition is discussed, with a review of attempts at definition. A. Brown's (1987) four historical roots of metacognition--verbal reports as data, executive control, self-regulation, and other-regulation--are summarized. Influence from the developmental theory of L. S. Vygotsky (1978) may result in a clearer conceptualization of…