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Relevant bibliographies by topics / Cognitive strategy use

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Academic literature on the topic 'Cognitive strategy use'

Author: Grafiati

Published: 20 February 2023

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Journal articles on the topic "Cognitive strategy use"

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Growney, Claire, and Tammy English. "AGE AND COGNITIVE ABILITY AS PREDICTORS OF EMOTION REGULATION STRATEGY USE." Innovation in Aging 6, Supplement_1 (November 1, 2022): 489. http://dx.doi.org/10.1093/geroni/igac059.1883.

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Abstract Emotion regulation (ER) is viewed as a cognitively demanding process and involves selecting and implementing specific strategies in support of one’s emotional goals. Older adults are theorized to maintain emotional wellbeing by selecting ER strategies that are consistent with their available resources, which may involve engaging more with lower-arousal stimuli and less with higher-arousal stimuli, especially when cognitive resources are limited. The aim of this study was to examine relationships between age, cognitive ability, and use of different types of ER strategies. Participants (N = 287) aged 25-85 (M = 54.33, SD = 17.19) completed assessments of cognitive ability from the NIH Toolbox Cognitive Battery. In a laboratory task, participants viewed a series of film clips eliciting low-arousal emotions (sadness, contentment) and high-arousal emotions (disgust, amusement) under instructions to regulate pro-hedonically using any available strategy. They reported their use of disengagement (e.g., distraction, suppression), engagement (e.g., perspective-taking, awareness), and positive-focus strategies (e.g., savoring, positive reappraisal). Results from multilevel models revealed that with low-arousal stimuli, age was associated with higher engagement and lower disengagement, regardless of fluid cognitive ability. With high-arousal stimuli, a fluid cognition X age interaction indicated that there was an age-related increase in engagement among individuals with higher fluid cognitive ability, but not lower fluid cognitive ability. Findings support the idea that older adults tend to engage with emotional stimuli, which may aid with processing and support emotional memory for future regulation attempts. Fluid cognitive ability may be an important resource supporting older adults’ engagement with high-arousal stimuli.

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Carr, Martha, and Donna L. Jessup. "Cognitive and metacognitive predictors of mathematics strategy use." Learning and Individual Differences 7, no. 3 (January 1995): 235–47. http://dx.doi.org/10.1016/1041-6080(95)90012-8.

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Sangster, Claire A., Claire Beninger, Helene J. Polatajko, and Angela Mandich. "Cognitive Strategy Generation in Children with Developmental Coordination Disorder." Canadian Journal of Occupational Therapy 72, no. 2 (April 2005): 67–77. http://dx.doi.org/10.1177/000841740507200201.

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Background. Developmental coordination disorder (DCD) is a condition of impaired quality of movement and occupational performance. It has been hypothesized that the difficulties experienced by children with DCD may in part be due to an impaired ability to use cognitive strategies to solve occupational performance problems. Cognitive Orientation to daily Occupational Performance (CO-OP) is a verbally-based approach to helping children remediate this difficulty. The current pilot study investigated the use of cognitive strategies in children with DCD to determine whether cognitive strategy use is improved by CO-OP. Methods. Observations of video-recorded sessions of 18 school-aged children were scored for frequency and type of cognitive strategies used. Results. Differences within and between groups revealed changes in the types and frequency of cognitive strategies. Clinical Implications. The results of the present study support the use of a cognitively-based approach such as CO-OP in assisting children with DCD in developing cognitive strategies when solving occupational performance problems. However, further research using a larger sample is necessary to fully explore the impact of CO-OP on the strategy use of children with DCD.

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Bråten, Ivar. "Cognitive Strategies: a multi‐componential conception of strategy use and strategy instruction." Scandinavian Journal of Educational Research 37, no. 3 (January 1993): 217–42. http://dx.doi.org/10.1080/0031383930370304.

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Lin, Pinghsiu, Haley M. LaMonica, Sharon L. Naismith, and Loren Mowszowski. "Memory Compensation Strategies in Older People with Mild Cognitive Impairment." Journal of the International Neuropsychological Society 26, no. 1 (January 2020): 86–96. http://dx.doi.org/10.1017/s1355617719000912.

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AbstractObjectives:With the rapid growth of the older population worldwide, understanding how older adults with mild cognitive impairment (MCI) use memory strategies to mitigate cognitive decline is important. This study investigates differences between amnestic and nonamnestic MCI subtypes in memory strategy use in daily life, and how factors associated with cognition, general health, and psychological well-being might relate to strategy use.Methods:One hundred forty-eight participants with MCI (mean age = 67.9 years, SD = 8.9) completed comprehensive neuropsychological, medical, and psychological assessments, and the self-report ‘Memory Compensation Questionnaire’. Correlational and linear regression analyses were used to explore relationships between memory strategy use and cognition, general health, and psychological well-being.Results:Memory strategy use does not differ between MCI subtypes (p > .007) despite higher subjective everyday memory complaints in those with amnestic MCI (p = .03). The most marked finding showed that increased reliance-type strategy use was significantly correlated with more subjective memory complaints and poorer verbal learning and memory (p < .01) in individuals with MCI. Moreover, fewer subjective memory complaints and better working memory significantly predicted (p < .05) less reliance strategy use, respectively, accounting for 10.6% and 5.3% of the variance in the model.Conclusions:In general, the type of strategy use in older adults with MCI is related to cognitive functioning. By examining an individual’s profile of cognitive dysfunction, a clinician can provide more personalized clinical recommendations regarding strategy use to individuals with MCI, with the aim of maintaining their day-to-day functioning and self-efficacy in daily life.

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Clark, Henry T., and Kreig D. Roof. "Field Dependence and Strategy Use." Perceptual and Motor Skills 66, no. 1 (February 1988): 303–7. http://dx.doi.org/10.2466/pms.1988.66.1.303.

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Studies have indicated that field-independent learners perform better than field-dependent learners on a variety of cognitive tasks, including performance measures of intelligence. However, little attention has been paid to the relationship between performance and strategy use. The present research investigated strategies used by field-dependent and field-independent college students on WAIS—R performance subtests. Differences in performance were found on all five subtests, while strategy differences were observed for Block Design, Picture Completion, and Object Assembly. Field-independent subjects tended to use analytic strategies on these subtests. Field-dependent subjects were less consistent, but tended towards use of global strategies.

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Nott, Melissa Therese, and Christine Chapparo. "Cognitive strategy use in adults with acquired brain injury." Brain Injury 34, no. 4 (February 12, 2020): 508–14. http://dx.doi.org/10.1080/02699052.2020.1725837.

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Al-Harbi, Jamilah, and Engku Haliza Engku Ibrahim. "Vocabulary Learning Strategies of Saudi English Major Students: Strategy Use and Gender." International Journal of Engineering & Technology 7, no. 3.25 (August 14, 2018): 21. http://dx.doi.org/10.14419/ijet.v7i3.25.17464.

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One of the major challenges that learners face during the process of foreign language learning is acquiring vocabulary. Thus, students need to employ various vocabulary learning strategies to acquire the vocabulary of a foreign language. The present study attempts to identify the vocabulary learning strategies employed by Saudi English major students. This study also aims to examine if there are differences between male and female students in the pattern and frequency of strategy use. Sixty-five first-year English major students of Majmaah University participated in the study. Their vocabulary learning strategies were measured using the Vocabulary Learning Strategy Survey. The results showed that students preferred cognitively less demanding strategies compared to the ones that required deeper cognitive processing. The most frequently used strategies were “I try to remember the word by repeating it for several times,” “I try to guess the meaning of the word from text/context” and “I learn new words when I interact with native speakers.” In general, social strategy is the most used strategy while memory strategy is the least used. The findings also showed that males preferred social strategy compared to females who preferred cognitive strategy and that two strategies (cognitive and memory strategies) showed significant differences between the two genders.

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Carr, Martha, Nicole Barned, and Beryl Otumfuor. "Peers Influence Mathematics Strategy Use in Early Elementary School." International Journal of Educational Psychology 5, no. 1 (February 24, 2016): 27. http://dx.doi.org/10.17583/ijep.2016.1861.

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<p>This study examined the impact of performance goals on arithmetic strategy use in first graders, and also how same-sex peer groups contributed to the selection of strategies used by elementary school children. It was hypothesized that early emerging gender differences in strategy use, with boys preferring retrieval and cognitive strategies and girls preferring to use manipulatives, are a function of performance goals and peer group valuing of strategies. Using a sample of 75 first grade students, data were collected at three different time-points throughout the school year. Hierarchical linear regression and repeated measures ANCOVAs indicated that performance goals predicted an increase in the use of retrieval and cognitive strategies, but only in boys. Accuracy in performance and an increased use of retrieval and cognitive strategies were found in all-boy groups, but this effect was not found in all-girl groups. The study identifies performance goals and peers as playing a persuasive role in the use of retrieval and cognitive strategies for boys. Neither variable seems to explain girls’ preference for manipulative-based strategies. </p>

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Padrón, Yolanda N. "The Effect of Strategy Instruction on Bilingual Students' Cognitive Strategy Use in Reading." Bilingual Research Journal 16, no. 3-4 (July 1992): 35–51. http://dx.doi.org/10.1080/15235882.1992.10162636.

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Dissertations / Theses on the topic "Cognitive strategy use"

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Kaizer, Cindy. "Strategy, use of cognitive strength, and flexibility in mathematically competent students." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=64028.

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Osuji, Chinedu J. "Cognitive and metacognitive strategy use in first and second language reading comprehension." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/19961/.

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This thesis explored cognitive and metacognitive strategy use in first and second language reading comprehension (RC) among Igbo native speakers who are English as Second Language (ESL) learners in Nigeria. The RC of ESL readers in Nigeria has not previously been investigated. The three studies presented in this thesis explored cognitive and metacognitive strategy use in RC performance in Igbo (study 1), the effect of L2 language proficiency and vocabulary size on the use of cognitive and metacognitive strategies in ESL reading (study 2), and the effect of cognitive and metacognitive strategy use on ESL RC (study 3), respectively. To explore cognitive and metacognitive strategy use on first language RC performance (study 1), participants did RC tasks in Igbo and completed a reading comprehension strategies (RCSs) questionnaire. Participants reported a medium usage level for ten out of the fourteen reading strategies shortlisted for the investigation. Regression analysis suggests that their RC strategy use explained a significant variance (28.6%) in the Igbo reading scores of the students. No significant difference was recorded in the participants’ reported use of cognitive and metacognitive strategies during the reading task. In study 2, in addition to doing RC tasks in English and completing an RCSs questionnaire, participants sat English language proficiency and vocabulary size tests. High vocabulary size was significantly related to high use of cognitive reading strategies, while low vocabulary size was related to low use of cognitive reading strategies. L2 language proficiency had no effect on RCS use, and reading comprehension strategy use had no effect on RC performance. In study 3, participants did another set of reading tasks and completed a RCSs questionnaire. Cognitive and metacognitive strategy use jointly had a significant positive effect on RC performance, but only metacognitive strategy use uniquely contributed significantly to RC performance. The usage levels for cognitive and metacognitive strategies distinguished high performers from low performers in the RC test, but the cognitive strategy of translation was hardly used by this group of ESL readers. The study finally drew some general conclusions by comparing results from the various studies. This study is an attempt to create awareness among teachers and students in Nigerian schools, on the effect of reading strategies on reading comprehension performance. The findings in the study may therefore contribute in changing how teachers in Nigeria teach reading, and how readers undertake the processing of written text, since it makes it clear that reading strategies, particularly metacognitive strategies substantially facilitate RC. From a theoretical point of view, this study examines the role of cognitive and metacognitive strategy use within the compensatory model of L2 reading, and assesses how they relate to knowledge sources like vocabulary knowledge in the model.

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Akyol, Gulsum. "The Contribution Of Cognitive And Metacognitive Strategy Use To Seventh Grade Students&#039." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610326/index.pdf.

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ABSTRACT THE CONTRIBUTION OF COGNITIVE AND METACOGNITIVE STRATEGY USE TO SEVENTH GRADE STUDENTS&rsquo
SCIENCE ACHIEVEMENT AKYOL, Gü
lsü
m M.S., Department of Elementary Science and Mathematics Education Supervisor : Assoc. Prof. Dr. Ceren TEKKAYA Co-Supervisor: Assoc. Prof. Dr. Semra SUNGUR January 2009, 97 pages The purposes of the study were to examine the differences in the level of students&rsquo
cognitive and metacognitive strategy use and to investigate the contribution of cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) to 7th grade students&rsquo
science achievement. This study also interested in exploring the relationships between students&rsquo
background characteristics (gender, prior knowledge, socioeconomic status) and the variables including students&rsquo
cognitive and metacognitive strategy use and science achievement. The study was carried out during 2007-2008 spring semester at 15 public elementary schools in Keç
iö
ren, district of Ankara. A total of 1517 seventh grade students who were volunteers and had permission from their parents involved in the study. Data were collected through Background Characteristics Survey, Motivated Strategies for Learning Questionnaire and Science Achievement Test and analyzed by using a One-Way Repeated ANOVA, Multiple Linear Regression Analyses and a Canonical Correlation Analysis. The analyses revealed that there were significant differences in the level of students&rsquo
cognitive and metacognitive strategy use scores. Besides, elaboration and metacognitive self-regulation strategy use made a statistically significant contribution to the prediction of students&rsquo
achievement in science (p<
.05). Metacognitive self-regulation strategy use was found to be the main predictor of science achievement (beta=.11). The first canonical variate indicated that prior knowledge, mother&rsquo
s educational level, father&rsquo
s educational level, number of reading materials at home, frequency of buying a daily newspaper, presence of a separate study room, presence of a computer with internet connection at home are associated with cognitive and metacognitive strategy use and science achievement.

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Vanijdee, Alisa. "Language learning strategy use, interaction with self-instructional materials, and learner autonomy of Thai distance language learners." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365377.

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Lee, Chongmin. "MIDDLE SCHOOL DEAF STUDENTS’ PROBLEM-SOLVING BEHAVIORS AND STRATEGY USE." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291230924.

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Godau, Claudia. "Cognitive bases of spontaneous shortcut use in primary school arithmetic." Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17110.

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Aufgabengeeignete Rechenstrategien flexibel zu nutzen ist ein wichtiges Ziel mathematischer Bildung und Bestandteil der Bildungsstandards der Grundschulmathematik. Kinder sollen spontan entscheiden, ob sie arithmetische Aufgaben in üblicher Weise berechnen oder ob sie Zeit und Aufwand investieren, um nach Vereinfachungsstrategien zu suchen und diese anzuwenden. Der Schwerpunkt der aktuellen Arbeit ist, wie Schüler beim flexiblen Erkennen und Anwenden von Vereinfachungsstrategien unterstützt werden können. Kontextfaktoren werden untersucht, welche die spontane Nutzung von Vereinfachungsstrategien unterstützen und den Transfer zwischen ihnen beeinflussen. Kognitive Theorien über die Entwicklung von mathematischen Konzepten und Strategien wurden mit Erkenntnissen aus der Expertise Forschung verbunden, welche die Unterschiede in der Flexibilität zwischen Experten und Novizen offen legen. Im Rahmen der iterativen Entwicklung von mathematischen Konzepten könnte ein erfolgreiches Erkennen und Anwenden einer Vereinfachungsstrategie von Faktoren, die konzeptionelles und/oder prozedurales Wissen aktivieren, profitieren. Am Beispiel von Vereinfachungsstrategien, die auf dem Kommutativgesetz (a + b = b + a) basieren, werden drei Kontextfaktoren (Instruktion, Assoziation und Schätzen), die spontanen Strategiegebrauch unterstützen oder behindern, untersucht. Insgesamt zeigt die Dissertation, dass spontane Strategienutzung durch bestimmte Kontextfaktoren unterstützt und durch Andere behindert werden kann. Diese Kontextfaktoren können im Prinzip in der Schulumgebung gesteuert werden.
Flexible use of task-appropriate solving strategies is an important goal in mathematical education and educational standard of elementary school mathematics. Children need to decide spontaneously whether they calculate arithmetic problems the usual way or whether they invest time and effort to search for shortcut options and apply them. The focus of the current work lies on how students can be supported in spotting and applying shortcut strategies flexibly. Contextual factors are investigated that support the spontaneous usage of shortcuts and influences the transfer between them. Cognitive theories about how mathematical concepts and strategies develop were combined with findings from research on expertise, which disclose differences between the flexibility of experts and novices. In line with iterativ development of mathematical concepts successfully spotting and applying a shortcut might thus benefit from factors activating conceptual and/or procedural knowledge. Shortcuts based on commutativity (a + b = b + a) are used as a test case to investigat three contextual factors (instruction, association and estimation), which support or hinder spontaneous strategy use. Overall, the dissertation shows that spontaneous strategy use can be supported by some contextual factors and impeded by others. These contextual factors can, in principle, be controlled in school environment.

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McComas, Katherine Joan. "Locomotion experience, age, familiarity, and the use of the social referencing strategy in infancy." Thesis, University of Auckland, 1989. http://hdl.handle.net/2292/2050.

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Researchers and theorists have stressed the importance of self-produced locomotion for the development of more distal forms of communication such as social referencing but this notion has not been specifically tested. Social referencing research has also been conducted exclusively in the university laboratory. Three studies examined the influence of self-produced locomotion on the development of social referencing and compared social referencing behaviour in familiar and unfamiliar settings. Social referencing was defined as occurring when, following a novel event, infants looked to a familiar adult and used the information provided by the adult to adjust their behaviour towards the event appropriately. In the first study, forty infants, half locomoting and half non-locomoting, were seen in their own homes at either 7-months (10 crawling, l0 not crawling) or 9-months (10 crawling, l0 not crawling). Testing was repeated on all infants 2 months later. Infants were videotaped in each of three maternal availability conditions (mother available; not available; or not interactive) before a remote control toy car moved toward them. Mothers were instructed to give either a positive or negative facial signal when their infant looked at them during this final phase. The infants were responsive to the availability of the mother on a number of dependent measures. Locomoting infants approached their mothers more, played with the toys less, and differed in some aspects of looking behaviour during the availability phases. During the final social referencing phase neither group consistently used the information provided by the mother to change their behaviour. A second study examined a further ten, 9-month-old infants using an identical procedure. The infants were delayed in the onset of self-produced locomotion due to surgical and immobilization procedures prescribed for club foot. This group did not differ from the normal non-crawling 9-month-olds in the availability phases of the study but did look to their mothers more quickly and vocalized less during the social referencing phase. The third study used a similar procedure and identical novel stimulus to examine 20, 11-month-old infants' social referencing behaviour in a laboratory situation. There was a significant difference between the infants who received a positive versus negative message for the contact with the car measures. When they received a negative message, infants tested in the laboratory were less likely to touch the stimulus car and touched it for a shorter time than infants of the same age and tested at home. Mothers of all infants participating in this study completed the Infant Characteristics Questionnaire. None of the infant characteristics predicted which infants would use the social referencing strategy. It is concluded that social referencing is not a strategy used extensively by 7-and 9-month old infants although social looking is common at these ages in response to new events. Locomotion experience has little effect on social referencing. Infants use information from a variety of sources to assess a new situation and 11-month-old infants are more likely to use social referencing as a strategy in an unfamiliar setting. Theoretical implications of the results are discussed in relation to the cognitive requirements of preverbal and emotional communication and the relative importance of social influences for interpreting novel events.

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Atha-Weldon, Cindy Shira Simcha. "Thought team use of a perspective-taking strategy to enhance personal problem solving while thinking, writing, or mapping /." Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-05092006-161318/unrestricted/atha-weldon.pdf.

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Steitz, David W. Verhaeghen Paul. "Age differences in memory performance and strategy use for grocery items and imagery/familiarity-matched non-grocery words a study in everyday memory /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.

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Yumusak, Necmettin. "Predicting Academic Achievement With Cognitive And Motivational Variables." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607582/index.pdf.

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This study aimed at investigating the contribution of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy and test anxiety), cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, effort regulation, peer learning, help seeking) to Turkish high school students&rsquo
achievement in biology. In this study Turkish version of the Motivated Strategies for Learning Questionnaire developed by Pintrich, Smith, Garcia, and McKeachie (1991) and a Biology Achievement Test developed by the researcher were used as measuring instruments. The study was conducted in 15 selected schools throughout the five districts in Yozgat (Sorgun, Yerkö
y, Bogazliyan and Saraykent districts and city center) with a total of 519 tenth grade General and Anatolian high school students attending Mathematics and Science group in spring 2004&ndash
2005 semester. The data obtained from the administration of the measuring instruments were analyzed by using Multiple Linear Regression Analyses and a Canonical Correlation Analysis. Results of the statistical analyses indicated that extrinsic goal orientation and task value each made a statistically significant contribution to the prediction of students&rsquo
achievement (p&
#61500
0.05), while intrinsic goal orientation, control of learning beliefs, self-efficacy for learning and performance, and test anxiety failed to achieve significance (p >
0.05). Rehearsal strategy use, organization strategy use, management of time and study environment, and peer learning each made a statistically significant contribution to the prediction of students&rsquo
achievement in biology. The first pair of canonical variates indicated that higher levels of intrinsic goal orientation, task value, and self-efficacy for learning and performance were associated with higher levels of cognitive and metacognitive strategy use except rehearsal strategy use and help seeking.

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Books on the topic "Cognitive strategy use"

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Zhang, Limei. Metacognitive and Cognitive Strategy Use in Reading Comprehension. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6325-1.

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La décision stratégique en action: Une perspective socio-cognitive : concepts et étude de cas. Paris: L'Harmattan, 1998.

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Salatas, Waters Harriet, and Schneider, Wolfgang, 1950 June 19-, eds. Metacognition, strategy use, and instruction. New York: Guilford Press, 2010.

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Salatas, Waters Harriet, and Schneider, Wolfgang, 1950 June 19-, eds. Metacognition, strategy use, and instruction. New York: Guilford Press, 2010.

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Salatas, Waters Harriet, and Schneider Wolfgang, eds. Metacognition, strategy use, and instruction. New York: Guilford Press, 2010.

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Uittenhove, Kim, and Patrick Lemaire. Numerical Cognition during Cognitive Aging. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.045.

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This chapter provides an overview of age-related changes and stabilities in numerical cognition. For each component (i.e. approximate and exact number system, quantification, and arithmetic) of numerical cognition, we review changes in participants’ performance during normal and pathological aging in a wide variety of tasks (e.g. number comparison, subitizing, counting, and simple or complex arithmetic problem-solving). We discuss both behavioral and neural mechanisms underlying these performance variations. Moreover, we highlight the importance of taking into account strategic variations. Indeed, investigating strategy repertoire (i.e. how young and older adults accomplish numerical cognitive tasks), selection (i.e. how participants choose strategies on each problem), execution (i.e. how strategies are implemented once selected), and distribution (i.e. how often participants use each available strategy) enables to determine sources of aging effects and individual differences in numerical cognition. Finally, we discuss potential future research to further our understanding of age-related changes in numerical cognition.

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Ross, Brian H., and Aaron S. Benjamin. Psychology of Learning and Motivation: Skill and Strategy in Memory Use. Elsevier Science & Technology Books, 2007.

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Metacognitive and Cognitive Strategy Use in Reading Comprehension: A Structural Equation Modelling Approach. Springer Singapore Pte. Limited, 2019.

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Zhang, Limei. Metacognitive and Cognitive Strategy Use in Reading Comprehension: A Structural Equation Modelling Approach. Springer, 2017.

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The effects of self-directed and task-oriented cognitive strategy use for achieving racquetball skills in beginning and advanced players. 1994.

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Book chapters on the topic "Cognitive strategy use"

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Schneider, Wolfgang, and Michael Pressley. "Is Good Strategy Use Possible?" In Springer Series in Cognitive Development, 161–94. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-9717-5_7.

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Zhang, Limei. "Reading Comprehension and Strategy Use." In Metacognitive and Cognitive Strategy Use in Reading Comprehension, 35–84. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6325-1_3.

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Crowder, Mark, Mohammad Roohanifar, and Trevor A. Brown. "The use of cognitive heuristics in strategic decision-making." In Public Sector Strategy, 138–56. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429344305-11.

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Zhang, Limei. "Development of the Framework of Language Use." In Metacognitive and Cognitive Strategy Use in Reading Comprehension, 25–33. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6325-1_2.

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Zhang, Limei. "Introduction." In Metacognitive and Cognitive Strategy Use in Reading Comprehension, 1–23. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6325-1_1.

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Zhang, Limei. "Study Procedures and Data Collection." In Metacognitive and Cognitive Strategy Use in Reading Comprehension, 85–109. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6325-1_4.

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Zhang, Limei. "Effects of Metacognitive and Cognitive Strategy Use on Reading Test Performance." In Metacognitive and Cognitive Strategy Use in Reading Comprehension, 111–29. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6325-1_5.

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Zhang, Limei. "Gender Differences in Metacognitive and Cognitive Strategy Use and Reading Test Performance." In Metacognitive and Cognitive Strategy Use in Reading Comprehension, 131–45. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6325-1_6.

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Zhang, Limei. "Implications and Recommendations." In Metacognitive and Cognitive Strategy Use in Reading Comprehension, 147–58. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6325-1_7.

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Versluis, Christine, and Lou-Ann Kleppa. "The use of interactive structures as communicative strategy in Dutch and Portuguese aphasic speakers." In Human Cognitive Processing, 323–42. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/hcp.55.16ver.

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Conference papers on the topic "Cognitive strategy use"

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Charpentier, Caroline, Seokyoung Min, and John O'Doherty. "Heterogeneity in strategy use during arbitration between observational and experiential learning." In 2022 Conference on Cognitive Computational Neuroscience. San Francisco, California, USA: Cognitive Computational Neuroscience, 2022. http://dx.doi.org/10.32470/ccn.2022.1100-0.

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"Meta Cognitive Strategy Use: Off or On in Online Reading." In Jan. 1-2, 2017 Dubai (UAE). ICEHM, 2017. http://dx.doi.org/10.15242/icehm.ed0117029.

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Kim, Bia, and Jaesik Lee. "Analysis of Enumeration Strategy Use in the ACT-R Cognitive Architecture." In Third International Conference on Natural Computation (ICNC 2007) Vol V. IEEE, 2007. http://dx.doi.org/10.1109/icnc.2007.235.

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Pardo-Ballester, Cristina. "Assessing L2 listening in CALL and listening strategy use." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9487.

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This longitudinal study examines students’ learning strategies of 222 Spanish intermediate learners when taking several listening tests. It also examines the effect of different instructional formats (online-hybrid vs. face2face-blended) on the learners’ strategy use. There were four versions of the same text: an audio format, a video format, a redundancy-enhanced version in audio format, and a redundancy-enhanced version in video format. A pseudo-cross over design was utilized for this study with four listening tests used with each group. Participants completed a questionnaire immediately after each listening test to learn about learners’ strategies before, during and after listening in order to elicit information about the particular strategies that learners used to complete each listening test. Results indicated that there was a listening comprehension strategy development over time without explicit instruction, but participants from different instructional formats developed different strategies. There was a statistically significant difference for intermediate-low learners when perceiving the use of cognitive and metacognitive strategies, but the effect of redundancy does not seem to have an impact. Intermediate-mid learners did not perceive a difference with the use of strategies when completing listening tests with or without redundancy.

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Ali, Mohd Fadzli, Lokman Tahir, Mohd Nihra Haruzuan Md Said, and Nursyakila Mat Tahir. "Integrating Cognitive Apprenticeship Strategy with the Use of Online Forum in Developing Product Assignments." In 2015 International Conference on Learning and Teaching in Computing and Engineering (LaTiCE). IEEE, 2015. http://dx.doi.org/10.1109/latice.2015.47.

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Xiong, Yiqi. "How to Use E-Commerce Strategy to Add Value for Hotel Industry: A Case Study of 7 Days Inn." In 2nd International Conference on Intelligent Computing and Cognitive Informatics (ICICCI 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icicci-15.2015.30.

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Antonenko, Pasha. "Visual Attention Patterns and Cognitive Strategy Use in Stereochemistry After Extended Playing of a Pattern Comparison Game." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582650.

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Peixoto, Cristiane, João Oliveira, Izadora Zaiden, Cristiano Aguzzoli, Hugo Miro, and Sonia Brucki. "FEASIBILITY, SAFETY AND ADHERENCE OF A REMOTE PHYSICAL AND COGNITIVE EXERCISES PROTOCOL FOR ELDERS." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda077.

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Background: The practice of physical and cognitive exercises remotely has been investigated worldwide, as an important combined intervention to prevent functional decline and due to the potential to be applied on a large scale. Objective: Verify the feasibility, safety, and adherence of a remote physical and cognitive exercise protocol for elders; and to compare two different protocols and its effects on strength, cognitive functions and wellbeing. Methods: Use of the PICO strategy, conducted on September 17, on PubMed using “Alzheimer disease” and “diabetes mellitus” as descriptors, identifying 14 articles, selecting 4 after screening. Inclusion criteria: clinical and randomized controlled trials with diabetic and Alzheimer patients, published on the last 5 years. Exclusion criteria: articles focused on medications. Results: Overall adherence to the proposed sessions was 82,36% (sd16,8) in IG and 76,5% (sd24,04) in CG. There were no serious adverse events or dropouts during the study. There was an improvement in strength and verbal fluency for IG and GDS for both groups (p ≤ 0,05). Conclusion: Both protocols seem a feasible program, reaching an acceptable level of adherence and safety. The technology used can represent a sustainable path for large scale use to promote aging active in developing countries.

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Cowie, Kiefer, Helene Chokron Garneau, Anne Bellows Lee, Melissa Garcia, Frances Kay-Lambkin, Alan Budney, Alfonso Ang, and Suzette Glasner. "Preliminary Effects of a Facebook Intervention on Polysubstance Use and Transdiagnostic Psychological Symptoms Among Adults With Cannabis Use Disorder and Major Depression." In 2021 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.01.000.38.

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Purpose: Cannabis Use Disorders are associated with a quadrupling of the risk of developing depression, and the use of cannabis to alleviate depressive symptoms is increasingly widespread. Despite high rates of cannabis use among individuals with affective disorders, those who suffer from depression do not frequently access traditional treatment. Our prior work has demonstrated that a technology- and social media-assisted intervention combining cognitive behavioral therapy (CBT), motivational enhancement therapy (MET), and social media support via Facebook showed promise in changing cannabis use and mood symptoms among depressed individuals with cannabis use disorder (CUD). The current project examined alcohol co-use and anxiety in this population, effectiveness of this approach in changing drinking behaviors and anxiety, and perceived helpfulness of the intervention. Methods: In a 10-week pilot intervention study, adults (N=20) with CUD and Major Depressive Disorder (MDD) received an intervention combining computer-assisted CBT/MET targeting depression and cannabis use with peer and therapist support via Facebook, Connected Cannabis Users’ Network for Enhancement of Cognitive Therapy (CONNECT). Self-reported past 30 day alcohol and cannabis use was assessed using a calendar-assisted timeline follow back interview at baseline and treatment-end. Anxiety was measured using the GAD-7. Perceived helpfulness of the intervention was evaluated qualitatively in individual participant interviews. Results: From baseline to treatment-end, CONNECT participants reduced the frequency of both cannabis use (M=24 vs. 8.9 days, p<0.05) and heavy alcohol use (M=1.7 vs. 0.4 days, p<0.05). Anxiety also declined over the course of treatment (M=5.4 vs. 3.2, p<0.05). More than half (57%) of CONNECT participants reported the social media intervention was helpful for their mood as well as cannabis use, and 72% indicated that they would recommend it to a friend. Qualitative data indicate that CONNECT was most helpful in 3 core areas: (1) social support/not feeling alone with their problems, (2) CBT skills training, (3) bolstering motivation to change substance use. Conclusion: Combining technology-assisted and social media interventions may be an effective strategy for populations struggling with concurrent depression and CUD. Beyond primary outcome variables (i.e., depression and cannabis use), participants also reported reductions in heavy alcohol use and anxiety, indicating that this intervention may effectively produce transdiagnostic process changes. In light of the growing demand for telemedicine and digital health interventions in the wake of COVID-19, further research and potential dissemination of this approach appears warranted.

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Garner, Stuart. "An Exploration of How a Technology-Facilitated Part-Complete Solution Method Supports the Learning of Computer Programming." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3127.

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This paper reports on the findings from a qualitative research study into the use of a technology-facilitated part-complete solution method (PCSM) that was used to support the learning of computer programming. The use of part-complete solutions to programming problems is one way in which the cognitive load that students experience during learning can be reduced. A code restructuring tool, CORT, was built to support the PCSM and an inquiry into its effectiveness took place over a period of 14 weeks at an Australian university. Results suggest that: the system provided strong scaffolding for student learning; students engaged well with the system and generally used a thoughtful and considered cognitive strategy; and the highest level of support was for student semantic difficulties, although there was also strong support for algorithmic and structural difficulties.

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Reports on the topic "Cognitive strategy use"

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Kucherova, Hanna, Anastasiia Didenko, Olena Kravets, Yuliia Honcharenko, and Aleksandr Uchitel. Scenario forecasting information transparency of subjects' under uncertainty and development of the knowledge economy. [б. в.], October 2020. http://dx.doi.org/10.31812/123456789/4469.

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Topicality of modeling information transparency is determined by the influence it has on the effectiveness of management decisions made by an economic entity in the context of uncertainty and information asymmetry. It has been found that information transparency is a poorly structured category which acts as a qualitative characteristic of information and at certain levels forms an additional spectrum of properties of the information that has been adequately perceived or processed. As a result of structuring knowledge about the factor environment, a fuzzy cognitive model of information transparency was constructed in the form of a weighted digraph. Structural analysis and scenario forecasting of optimal alternatives of the fuzzy cognitive model made it possible to evaluate the classes of factors, identify their limited relations, establish the centrality of the roles of information transparency and information and communication security in the system built and evaluate their importance when modeling the situation self-development. Information visibility, reliability and availability have been found to have the strongest impact on the system. Taking into account different initial weights of the key factors — information transparency and information and communication security — the study substantiates the strategic ways for economic entities to achieve their goals in the context of uncertainty and information asymmetry, which allows us to use this approach as a tool for strategic management in the information environment.

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