Titlebook: Cognitive Strategy Research; Part 1: Psychologica Michael Pressley,Joel R. Levin Book 1983 Springer-Verlag New York Inc 1983 Ged?chtnis.Mem

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1431-8555 ough there would be much disagreement as to the exact proportion of papers published in develop- mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel- opment is especially appropriate at this

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https://doi.org/10.1007/978-90-481-9695-1d now exists, issues concerning the extent, cause, and prevention of the decline are still vigorously debated (see Poon, Fozard, Cermak, Arenberg, & Thompson, 1980). Thus, one impediment in this research area has been the question: What . memory training be the training of (and can it work)?

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Mnemonic-Device Instruction with Adultsver, 1977). Many people in the United States today use the memory aids “spring forward” and “fall back” to remember how to change their clocks in April and October. Mnemonic devices have existed in Western culture for a long time, and interest in them has always been fairly high.

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Advances in Cognitive Neurodynamicstation of minority individuals (Rosner, Abrams, Daniels, & Schiffman, 1981). In the sense that they are multiply disadvantaged, the failure of the American educational system to serve the needs of learning disabled individuals is a serious problem.

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Memory Strategy Instruction with the Learning Disabledtation of minority individuals (Rosner, Abrams, Daniels, & Schiffman, 1981). In the sense that they are multiply disadvantaged, the failure of the American educational system to serve the needs of learning disabled individuals is a serious problem.

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H. R. Freund,Z. Gimmon,J. E. Fischere childhood years. The first section of the chapter presents a general developmental framework in which all strategy development can be viewed. Its emphasis is on the change from limited, context-specific, and often inconsistent strategy use to broader, more consistent, context-free strategy use. It

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