TY  - JOUR
A1  - Pressley, Michael
A1  - Borkowski, John G.
A1  - Schneider, Wolfgang
T1  - Good information processing: What it is and how education can promote it
N2  - The nature of good information processing is outlined as determined by intact neurology, information stored in long-term memory, and general cognitive tendencies, attitudes, and styles. Educators can promote the development of good information processing by promoting what is in long-term memory. This can be accomplished by teaching important literary, scientific, and cultural knowledge; teaching strategies; motivating the acquisition and use of important conceptual knowledge and strategies; and encouraging the general tendencies supporting good information processing. Good information processing can be produced by years of appropriate educational input. Good information processors cannot be produced by short-term interventions.
KW  - Psychologie
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62127
ER  - 
TY  - JOUR
A1  - Kurtz, Beth E.
A1  - Schneider, Wolfgang
A1  - Carr, Martha
A1  - Borkowski, John G.
A1  - Rellinger, Elizabeth
T1  - Strategy instruction and attributional beliefs in West Germany and the United States: Do teachers foster metacognitive development?
N2  - Previous research has shown German children to be more strategic on sort-recall memory tasks than their American age-mates, and to show fewer effort-related attributions. We conducted this study to determine if those differences are due to systematic differences in the strategy instruction and attributional beliefs of German and U.S. teachers, and to explore metacognitive instructional practices in the two countries. Teachers responded to a questionnaire that inquired about their use of strategy instructions, fostering of reflective thinking in pupils, sources of children’s learning problems, and modeling of metacognitive skills such as monitoring. The second part of the questionnaire asked about the reasons underlying children’s academic successes and failures. German teachers reported more instruction of task-specific strategies, while American teachers showed more effort-related attributions. The types of strategies instructed and types of learning problems most frequently described varied across the two countries, and also according to how many years the teachers had taught. Results were discussed regarding their implications for metacognitive developmental theory, particularly regarding culture and other environmental influences on the development of controlled processing.
KW  - Psychologie
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62145
ER  -