Self-reported learning strategies and learning from expository text

Contemporary Educational Psychology

Volumn 16, Issue 2, 1991, Pages 117-138

  Kardash, CarolAnne M ^a   Amlund, Jeanne T ^b  

^a UNIVERSITY OF MISSOURI   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000752840     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/0361-476X(91)90032-G     Document Type: Article

References (29)

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4. Underlining performance outcomes in expository text
5. Effects of spontaneous and imposed study strategies on recall of prose
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7. Adults' knowledge about memory: Awareness and use of memory strategies across tasks
8. An index of factorial simplicity
9. Test-specific expectation and time-based retention of prose
10. Awareness of the use of comprehension strategies in good and poor college readers
11. Studying study: An analysis of instructional encoding behavior
12. Material-appropriate processing: A contextualist approach to reading and studying strategies
13. The relationship between students' self-reports of text studying practice and course achievement
14. A primer of research on cognitive strategy instruction: The important issues and how to address them
15. An invitation to an educational psychology of studying
16. Academic achievement and individual differences in learning processes
17. Development of a self-report inventory for assessing individual differences in learning processes
18. Developmental trends in the metamemory-memory behavior relationship: An integrative review
19. Comprehension and comprehension monitoring by experienced readers
20. Comprehension and study strategies reported by university freshman who are good and poor readers
21. Effect of self-selected study methods on learning
22. An analysis of spontaneous study strategies
23. The teaching of learning strategies