File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: A Theoretical and Metatheoretical Reframing of the Development of Cognitive Processing and Learning

TitleA Theoretical and Metatheoretical Reframing of the Development of Cognitive Processing and Learning
Authors
KeywordsCognitive processing
Deep-level processing
Learning
Strategic processing
Strategies
Surface-level processing
Issue Date26-Sep-2023
PublisherSpringer
Citation
Educational Psychology Review, 2023, v. 35, n. 3 How to Cite?
AbstractThe literature on cognitive processing and strategic processing is murky with regard to how these types of processing influence learning. One reason for this is that the frameworks used to investigate these relations have separately focused on different aspects related to cognitive processing with little integration between them. To address these issues, we discuss why this may have happened, and the obstacles to integrating multiple models, and give three exemplars of how integrated models can help untangle the relations between cognitive processing and learning. Specifically, we highlight the Model of Domain Learning, Self-regulated Learning, and Approaches to Learning. Our goal in developing these integrations is to provide researchers with a more complex, dynamic way to evaluate the role of cognition in learning.
Persistent Identifierhttp://hdl.handle.net/10722/340833
ISSN
2023 Impact Factor: 10.1
2023 SCImago Journal Rankings: 4.321
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorDinsmore, DL-
dc.contributor.authorFryer, LK-
dc.contributor.authorDumas, DG-
dc.date.accessioned2024-03-11T10:47:38Z-
dc.date.available2024-03-11T10:47:38Z-
dc.date.issued2023-09-26-
dc.identifier.citationEducational Psychology Review, 2023, v. 35, n. 3-
dc.identifier.issn1040-726X-
dc.identifier.urihttp://hdl.handle.net/10722/340833-
dc.description.abstractThe literature on cognitive processing and strategic processing is murky with regard to how these types of processing influence learning. One reason for this is that the frameworks used to investigate these relations have separately focused on different aspects related to cognitive processing with little integration between them. To address these issues, we discuss why this may have happened, and the obstacles to integrating multiple models, and give three exemplars of how integrated models can help untangle the relations between cognitive processing and learning. Specifically, we highlight the Model of Domain Learning, Self-regulated Learning, and Approaches to Learning. Our goal in developing these integrations is to provide researchers with a more complex, dynamic way to evaluate the role of cognition in learning.-
dc.languageeng-
dc.publisherSpringer-
dc.relation.ispartofEducational Psychology Review-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectCognitive processing-
dc.subjectDeep-level processing-
dc.subjectLearning-
dc.subjectStrategic processing-
dc.subjectStrategies-
dc.subjectSurface-level processing-
dc.titleA Theoretical and Metatheoretical Reframing of the Development of Cognitive Processing and Learning-
dc.typeArticle-
dc.identifier.doi10.1007/s10648-023-09789-3-
dc.identifier.scopuseid_2-s2.0-85162214949-
dc.identifier.volume35-
dc.identifier.issue3-
dc.identifier.eissn1573-336X-
dc.identifier.isiWOS:001015599800001-
dc.identifier.issnl1040-726X-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats