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ERIC Number: ED350896
Record Type: RIE
Publication Date: 1992
Pages: 10
Abstractor: N/A
Cognitive Factors in Academic Achievement.
Cuasay, Peter
Higher Education Extension Service Review, v3 n3 Spr 1992
This review explores the factors of cognitive processing, style, and metacognitive organization as they contribute to academic success. Specific discussions consider aspects of short- and long-term memory, including how these affect learning and academic performance, and the keys to attaining long-term memory capability by involving redundancy, thinking patterns, and meaning. It is noted that arrangements emphasizing the relationship between ideas and materials enhance learning, and successful learning requires the storage of information in meaningful structures carefully related to learners' prior knowledge and experience. In addition, the article explains how encoding, practice, and cognitive style all work to enhance a student's ability to learn and offers insights on influencing each area to gain the best academic performance from the student. Finally, the process by which the brain organizes and monitors its cognitive resources is examined in relation to using strategies to aid intelligent performance, the success of which depends on the pursuit of the emotional, attitudinal, and motivational orientations promoting academic success. Contains 28 references. A brief Field Notes column (Carole Morning) describes Stress on Analytical Reasoning (SOAR), a program conducted jointly by Xavier University of Louisiana's mathematical, engineering, and sciences departments and designed to promote math and science curricula among selected minority engineering students. (GLR)
Higher Education Extension Service, P.O. Box 40, Teachers College, Columbia University, New York, NY 10027 (free while supply lasts).
Publication Type: Collected Works - Serials
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Higher Education Extension Service, New York, NY.
Grant or Contract Numbers: N/A