Spontaneous Cognitive Processes in Handicapped Children

01.12.1988

Englisch

9780387968018

Springer US

Disorders of Human Learning, Behavior, and Communication

Nein

Miriam Cherkes-Julkowski

171

Gebundene Ausgabe

attention, Action, Memory, Problem Solving, development, evolution, learning

JMR - Kognitive Psychologie JMC - Entwicklungspsychologie MKD - Pädiatrie

1 Cogito Ergo Sum.- Developmental Equivalence.- What Develops?.- Implications for Atypical Populations.- “Typical” Development.- Instruction Based on a Developmental Versus Difference Model.- 2 To Err Is Human, to Reorganize Divine.- Error Production as an Outcome of Data Reduction.- Error Production as Evidence of Cognitive Competence.- Error Detection and Correction.- “Error-Free” Learning and Passivity.- Error Commission and Regression.- Error Production as a Key to Assessment and Instruction.- Diagnosing Patterns of Correct and Incorrect Responses.- Examining the Nature of Incorrect Responses.- Summary.- 3 Self-Selected Strategies.- Strategic Behavior.- Strategic Behavior in Cognitively Impaired Versus Nonimpaired Populations.- Determinants of Strategic Behavior.- Metacognitive Passivity.- Misguided Attention.- Knowledge Structure and Attention.- Context and Attention.- Vagueness, Imprecision, and Strategic Behavior.- Environmental Contribution to Passivity and Imprecision.- Spontaneous Strategy Generation.- “Good” Strategies Redefined.- Conclusion.- 4 Man Is the Measure of All Things.- Measurement of Strategy Usage.- Direct Measures of Strategy Performance.- Memory.- Problem Solving.- Academic Skills.- Verbal Strategies.- Indirect Methods of Measurement.- The Adequacy of Verbal Reports.- Verbal Reports as Measures of Strategy Usage.- Group Setting as a Medium for Observing Strategic Behavior.- Conclusion.- 5 No Man Is an Island.- Evolution of Cognitive Processes Under Adult Guidance.- Peer Tutoring.- Group Interaction.- Social Skills of Learning-Disabled Children.- 6 How Can I Know What I Think Till I See What I Say?.- Group Condition.- Group and Individual Conditions.- Relationship Between Strategy Usage and Performance.- Metacognition.- Group Interaction.- Responses to Different Stimulus Types.- Summary and Implications.- 7 Back to the Classroom.- Flexible Programming.- Social Cognition and Group Instruction.- Social Cognition and Apprenticeship.- Ceding Cognitive Control to the Child.- Adapting to the Child’s Characteristics.- Metacognitive Interventions.- Instructional Needs of Slow Learners.- Mainstreaming.- Conclusion.- Appendix A: Stimulus Materials.- Appendix B: Strategy Scoring System.- References.- Author Index.

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