Titlebook: Interactions Among Aptitudes, Strategies, and knowledge in Cognitive Performance; Wolfgang Schneider,Franz E. Weinert Book 1990 Springer-V

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The Entanglement of Knowledge and Process in Development: Toward a Tentative Framework for Understany, the truth of this for the first author’s professional development had not occurred to him. As a graduate student in England in the 1970s, he, along with many of his peers, believed that research in cognitive development concerned itself with the acquisition and refinement of basic information han

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Cognitive Performance and Developmental Constraintsance at various age levels. Providing empirical characterizations of changes in task execution as development progresses inform models of development. I make some general assumptions. First, a psychology of performance change is a learning theory. Second, learning is restructuring and reorganization

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Understanding and Problem-Solvingrformance and (2) understanding the general principles of a problem situation in terms of verbalizable knowledge. The first study is concerned with problem-solving performance, and examines children’s ability to tune their own problem-solving behavior flexibly given different situational demands. Th

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How Content Knowledge, Strategies, and Individual Differences Interact to Produce Strategy Choicesrally useful strategies such as rehearsal and organization were emphasized. Little if any attention was paid to knowledge of the content on which the strategies were performed, for example, the numbers or words that children were trying to remember. Individual differences were conceptualized at a qu

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Explaining Children’s Problem-Solving: Current Trendshe study of cognitive development. Along with memory, this task domain has served for discussions of the various models of growth in cognitive performance. A decade ago, basic architectural limits of the processing system like short-term memory capacity were challenged by the emerging view that doma