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Volumn 91, Issue 3, 1999, Pages 527-536

Developmental differences in study behavior

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0033181351     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.91.3.527     Document Type: Article
Times cited : (14)

References (21)
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    • (1990) Review of Educational Research , vol.60 , pp. 517-529
    • Garner, R.1
  • 4
    • 0001737767 scopus 로고
    • Comparison of self-questioning, summarizing, and note-taking review as strategies for learning from lectures
    • King, A. (1992). Comparison of self-questioning, summarizing, and note-taking review as strategies for learning from lectures. American Educational Research Journal, 29, 303-323.
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    • King, A.1
  • 7
    • 0002445074 scopus 로고
    • Encouraging mindful use of prior knowledge: Attempting to construct explanatory answers facilitates learning
    • Pressley, M., Wood, E., Woloshyn, V. E., Martin, V., King, A., & Menke, D. (1992). Encouraging mindful use of prior knowledge: Attempting to construct explanatory answers facilitates learning. Educational Psychologist, 27, 91-109.
    • (1992) Educational Psychologist , vol.27 , pp. 91-109
    • Pressley, M.1    Wood, E.2    Woloshyn, V.E.3    Martin, V.4    King, A.5    Menke, D.6
  • 9
    • 21344485602 scopus 로고
    • Effects of elaborative interrogation with prose passages
    • Siefert, T. L. (1993). Effects of elaborative interrogation with prose passages. Journal of Educational Psychology, 85, 642-651.
    • (1993) Journal of Educational Psychology , vol.85 , pp. 642-651
    • Siefert, T.L.1
  • 10
    • 0003021544 scopus 로고
    • Cooperative learning: Where behavioral and humanistic approaches to classroom motivation meet
    • Slavin, R. E. (1987). Cooperative learning: Where behavioral and humanistic approaches to classroom motivation meet. Elementary School Journal, 88, 29-37.
    • (1987) Elementary School Journal , vol.88 , pp. 29-37
    • Slavin, R.E.1
  • 12
    • 38249004301 scopus 로고
    • The effect of prior knowledge on an immediate and delayed associative learning task following elaborative interrogation
    • Willoughby, T., Waller, T. G., Wood, E., & MacKinnon, G. E. (1993). The effect of prior knowledge on an immediate and delayed associative learning task following elaborative interrogation. Contemporary Educational Psychology, 18, 36-46.
    • (1993) Contemporary Educational Psychology , vol.18 , pp. 36-46
    • Willoughby, T.1    Waller, T.G.2    Wood, E.3    Mackinnon, G.E.4
  • 13
    • 21344492089 scopus 로고
    • Isolating variables that impact on or detract from the effectiveness of elaboration strategies
    • Willoughby, T., Wood, E., & Khan, M. (1994). Isolating variables that impact on or detract from the effectiveness of elaboration strategies. Journal of Educational Psychology, 86, 279-289.
    • (1994) Journal of Educational Psychology , vol.86 , pp. 279-289
    • Willoughby, T.1    Wood, E.2    Khan, M.3
  • 14
    • 21344486819 scopus 로고
    • Use of elaborative interrogation to help students acquire information consistent with prior knowledge and information inconsistent with prior knowledge
    • 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.
    • (1994) Journal of Educational Psychology , vol.86 , pp. 79-89
    • Woloshyn, V.E.1    Paivio, A.2    Pressley, M.3
  • 15
    • 0001068461 scopus 로고
    • Elaborative-interrogation and prior-knowledge effects on learning of facts
    • Woloshyn, V. E., Pressley, M., & Schneider, W. (1992). Elaborative-interrogation and prior-knowledge effects on learning of facts. Journal of Educational Psychology, 84, 115-124.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 115-124
    • Woloshyn, V.E.1    Pressley, M.2    Schneider, W.3
  • 18
    • 0001868996 scopus 로고
    • Assessing the impact of elaborative strategy instruction relative to spontaneous strategy use in high achievers
    • Wood, E., & Hewitt, K. L. (1993). Assessing the impact of elaborative strategy instruction relative to spontaneous strategy use in high achievers. Exceptionality, 4, 65-79.
    • (1993) Exceptionality , vol.4 , pp. 65-79
    • Wood, E.1    Hewitt, K.L.2
  • 19
    • 0009418445 scopus 로고
    • Examining elaborative interrogation as an instructional tool for the younger learner
    • Wood, E., Miller, G., Symons, S., Cannough, T., & Yedlicka, J. (1993). Examining elaborative interrogation as an instructional tool for the younger learner. Elementary School Journal, 94, 245-254.
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  • 20
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  • 21
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    • Effectiveness of elaboration strategies for grade school children as a function of academic achievement
    • Wood, E., Willoughby, T., Bolger, A., Younger, J., & Kaspar, V. (1993). Effectiveness of elaboration strategies for grade school children as a function of academic achievement. Journal of Experimental Child Psychology, 56, 240-253.
    • (1993) Journal of Experimental Child Psychology , vol.56 , pp. 240-253
    • Wood, E.1    Willoughby, T.2    Bolger, A.3    Younger, J.4    Kaspar, V.5


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.