Differences in benefit from strategy use: What's good for me may not be so good for thee

Journal for the Education of the Gifted

Volumn 21, Issue 2, 1998, Pages 160-178

  Gaultney, Jane F ^a  

^a UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031283812     PISSN: 01623532     EISSN: None     Source Type: Journal    
DOI: 10.1177/016235329802100203     Document Type: Article

References (39)

1. Alexander, J. M., Carr, M., & Schwanenflugel, P. J. (1995). Development of metacognition in gifted children: Directions for future research. Developmental Review, 15, 1-37.
2. Ashcraft, M. H. (1990). Strategic processing in children's mental arithmetic: A review and proposal. In D. F. Bjorklund (Ed.), Children's strategies: Contemporary views of cognitive development (pp. 185-212). Hillsdale, NJ: Erlbaum.
3. Ball, C., Mann, L., & Stamm, C. (1994). Decision-making abilities of intellectually gifted and non-gifted children. Australian Journal of Psychology, 46, 13-20.
4. Bisanz, J., & LeFever, J. (1990). Strategic and nonstrategic processing in the development of mathematical cognition. In D. F. Bjorklund (Ed.), Children's strategies: Contemporary views of cognitive development (pp. 213-244). Hillsdale, NJ: Erlbaum.
5. Bjorklund, D. F., & Coyle, T. R. (1995). Utilization deficiencies in the development of memory strategies. In E. F. Weinert & W. Schneider (Eds.), Memory performance and competencies: Issues in growth and development (pp. 161-180). Mahwah, NJ: Erlbaum.
6. Bjorklund, D. F., Coyle, T. R., & Gaultney, J. F. (1992). Developmental differences in the acquisition and generalization of an organizational strategy: Evidence for the utilization deficiency hypothesis. Journal of Experimental Child Psychology, 54, 434-448.
7. Bjorklund, D. F., Schneider, W., Cassel, W. S., & Ashley, E. (1994). Training and extension of a memory strategy: Evidence for utilization deficiencies in the acquisition of an organizational strategy in high- and low-IQ children. Child Development, 65, 951-965.
8. Bjorklund, D. F., & Zeman, B. R. (1982). Children's organization and metamemory awareness in their recall of familiar information. Child Development, 53, 799-810.
9. Borkowski, J. G., & Kurtz, B. E. (1987). Metacognition and executive control. In J. G. Borkowski & J. D. Day (Eds.), Cognition in special children: Comparative approaches to retardation, learning disabilities, and giftedness (pp. 123-152). Norwood, NJ: Ablex.
10. Borkowski, J. G., & Peck, V. A. (1986). Causes and consequences of metamemory in gifted children. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 182-200). New York: Cambridge University Press.
11. Case, R., Kurland, M., & Goldberg, J. (1982). Operational efficiency and the growth of short-term memory span. Journal of Experimental Child Psychology, 33, 386-404.
12. Cohn, S. F., Carlson, J. S., & Jensen, A. R. (1985). Speed of information processing in academically gifted youth. Personality and Individual Differences, 6, 621-629.
13. Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
14. DeMarie-Dreblow, D., & Miller, P. H. (1988). The development of children's strategies for selective attention: Evidence for a transitional period. Child Development, 59, 1504-1513.
15. Eysenck, H. J. (1982). The psychophysiology of intelligence. In C. D. Speilberger & J. N. Butcher (Eds.), Advances in personality assessment. Vol. 1 (pp. 1-33). Hillsdale, NJ: Erlbaum.
16. Gaultney, J. F. (1995). The effect of prior knowledge and metacognition on the acquisition of a reading comprehension strategy. Journal of Experimental Child Psychology, 59, 142-163.
17. Gaultney, J. F., Bjorklund, D. F., & Goldstein, D. (1996). To be young, gifted, and strategic: Advantages for memory performance. Journal of Experimental Child Psychology, 61, 43-66.
18. Goldstein, D., Stocking, V. B., & Sawyer, R. N. (1992). The talented adolescent: Data from TIP's first decade. In N. Colangelo, S. G. Assouline, & D. L. Ambroson (Eds.), Talent Development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 298-318). Unionville, NY: Trillium.
19. Harnishfeger, K. K., & Bjorklund, D. F. (1990a). Strategic and non-strategic factors in gifted children's free recall. Contemporary Educational Psychology, 15, 346-363.
20. Harnishfeger, K. K., & Bjorklund, D. F. (1990b). Children's strategies: A brief history. In D. F. Bjorklund (Ed.), Children's strategies: Contemporary views of cognitive development (pp. 1-22). Hillsdale, NJ: Erlbaum.
21. Maker, C. J. (1986). Qualitatively different: Is it a key concept in defining giftedness? In C. J. Maker (Ed.), Critical issues in gifted education: Defensible programs for the gifted (pp. 1-4). Rockville, MD: Aspen Publishers.
22. Media Materials. (1990). Popular sports stars. Baltimore: Author.
23. Miller, P. H. (1990). The development of strategies of selective attention. In D. F. Bjorklund (Ed.), Children's strategies: Contemporary views of cognitive development (pp. 157-184). Hillsdale, NJ: Erlbaum.
24. Miller, P. H. (1994). Individual differences in children's strategic behaviors: Utilization deficiencies. Learning and Individual Differences, 6, 285-307.
25. Miller, P. H., & Seier, W. L. (1994). Strategy utilization deficiencies in children: When, where, and why. In H. W. Reese (Ed.), Advances in child development and behavior: Vol. 25 (pp. 107-156). New York: Academic Press.
26. Miller, P. H., Seier, W. L., Barren, K. L., & Probert, J. S. (1994). What causes a memory strategy utilization deficiency? Cognitive Development, 9, 77-101.
27. Miller, P. H., Seier, W. L., Probert, J. S., & Aloise, P. A. (1991). Age differences in the capacity demands of a strategy among spontaneously strategic children. Journal of Experimental Child Psychology, 52, 149-165.
28. Miller, P. H., Woody-Ramsey, J., & Aloise, P. A. (1991). The role of strategy effortfulness in strategy effectiveness. Developmental Psychology, 27, 738-745.
29. Muir-Broaddus, J., Rorer, E., Braden, T., & George, C. (1995). The effects of a knowledge base manipulation on individual differences in processing speed and recall. Contemporary Educational Psychology, 20, 403-409.
30. Omanson, R. C., Warren W. H., & Trabasso, T. (1978). Goals, inferential comprehension, and recall of stories by children. Discourse Processes, 1, 337-354.
31. Pressley, M., Forrest-Pressley, D. L., Elliott-Faust, D., & Miller, G. (1985). Children's use of cognitive strategies: How to teach strategies, and what to do if they can't be taught. In M. Pressley & C. J. Brainerd (Eds.), Cognitive learning and memory in children: Progress in cognitive development research (pp. 1-47). New York: Springer.
32. Schneider, W., Bjorklund, D. F., & Maier-Bruckner, W. (1996). The effects of expertise and IQ on children's memory: When knowledge is, and when it is not enough. International Journal of Behavioral Development, 19, 773-796.
33. Schneider, W., Korkel, J., & Weinert, F. E. (1990). Expert knowledge, general abilities, and text processing. In W. Schneider & F. E. Weinert (Eds.), Interactions among aptitudes, strategies, and knowledge in cognitive performance (pp. 235-251). New York: Springer-Verlag.
34. Scruggs, T. E., Mastropieri, M., Jorgensen, C., & Monson, J. (1986). Effective mnemonic strategies for gifted learners. Journal for the Education of the Gifted, 9, 105-121.
35. Siegler, R. S. (1994). Cognitive variability: A key to understanding cognitive development. Current Directions in Psychological Science, 3, 1-5.
36. Sternberg, R. S. (1985). Beyond IQ: A Triarchic Theory of Human Intelligence. New York: Cambridge University Press.
37. Test of Cognitive Skills. (1981). Del Monte Research Park, Monterey, CA: McGraw-Hill.
38. Wood, E., Pressley, M., & Winne, P. H. (1990). Elaborative interrogation effects on children's learning of factual content. Journal of Educational Psychology, 82, 741-748.
39. Woloshyn, V. E., Paivio, A., & Pressley, M. (1994). Use of elaborative interrogation to help students acquire information consistent with prior knowledge and information inconsistent with prior knowledge. Journal of Educational Psychology, 86, 79-89.