Strategy Instruction Research Comes of Age

1989 ◽  
Vol 12 (1) ◽  
pp. 16-30 ◽  
Author(s):  
Michael Pressley ◽  
Sonya Symons ◽  
Barbara L. Snyder ◽  
Teresa Cariglia-Bull
Keyword(s):  
Information Processing ◽  
Cognitive Performance ◽  
Strategy Instruction ◽  
Learning Disabled ◽  
Improve Performance ◽  
Complete Study ◽  
Classroom Studies ◽  
Conducting Research ◽  
Develop Strategy ◽  
Comprehensive Research Program

There is enormous contemporary interest in strategy instruction and in conducting research on this topic, with many researchers attempting to develop strategy interventions for use with both normal and learning disabled populations. Four factors fuel the current enthusiasm: (a) There are now some very convincing information-processing analyses of important educational tasks. (b) There are better models of autonomous cognitive performance. (c) These models of performance have stimulated the development of more complete models of instruction. And (d) Those interested in strategy instruction are becoming sophisticated in the design of experiments that are methodologically sound and conceptually convincing. After reviewing these four influences in the following sections, we argue that complete study of strategy instruction includes research aimed at (a) diagnosing what students do without instruction, (b) determining what they can do when given instruction, and (c) establishing how materials can be adapted to improve performance when inefficient or ineffective student processing cannot be modified by instruction. Such a comprehensive research program requires both laboratory and classroom studies.

Cognitive performance in learning disabled children with and without epilepsy

Seizure ◽  
1994 ◽  
Vol 3 (1) ◽  
pp. 13-21 ◽  
Author(s):  
Jan Vermeulen ◽  
Simone W.A.T. Kortstee ◽  
Willem C.J. Alpherts ◽  
Albert P. Aldenkamp
Keyword(s):  
Cognitive Performance ◽  
Learning Disabled ◽  
Disabled Children

Effectiveness of Redundant Color Coding in Multidimensional Identification

1998 ◽  
Vol 86 (2) ◽  
pp. 615-625 ◽  
Author(s):  
Kong-King Shieh
Keyword(s):  
Information Processing ◽  
Statistical Analysis ◽  
Response Speed ◽  
Familiar Stimulus ◽  
Human Information Processing ◽  
Color Coding ◽  
Improve Performance ◽  
Stimulus Attribute

This study investigated the effectiveness of redundant color coding in multidimensional identification. Statistical analysis showed that redundant color in multidimensional identification did not necessarily improve performance and response speed might even deteriorate if subjects were not informed of the use of redundant color. Merely informing subjects of the use of redundant color might not benefit identification speed either; subjects had to actually use color in responding to facilitate response speed. Further, redundant color might be more appropriate to associate with the less-salient or the less-familiar stimulus attribute. Implications of the results for the design of multidimensional display and for human information processing were discussed.

A Multidirectional Model for Assessing Learning Disabled Students' Intelligence: An Information-Processing Framework

1988 ◽  
Vol 11 (3) ◽  
pp. 233-247 ◽  
Author(s):  
H. Lee Swanson
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Learning Disabled ◽  
Strategy Development ◽  
Thinking Aloud ◽  
Disabled Students ◽  
Intelligent Behavior ◽  
Problem Solving Strategies ◽  
And Performance ◽  
Experimental Findings

This article presents an information-processing approach to the assessment of learning disabled students' intellectual performance. The model is based on the assumption that intelligent behavior is comprised of a variety of problem-solving strategies. Its validity rests on experimental findings of Brown (1978), Neisser (1976, 1981), Newell and Simon (1972), and Sternberg (1977, 1978, 1979, 1981), to name a few. Each plane of assessment includes decisions about: (a) the relationship between hypothesis testing and overall performance; (b) the knowledge base which influences strategy development; (c) the ability to coordinate, direct, and organize search strategies; (d) the metacognitive parameters of learning and performance; and (e) the abstracting of problem-solving strategies. Sample “probing” questions are provided to direct assessment procedures. Within each plane, different components are assessed. The article presents an account of child problem solving and illustrates its underlying assumptions with a “thinking aloud” protocol. The model suggests that substrategy behavior may develop independently or within different planes. Finally, conclusions are drawn to direct intervention approaches.

A Multidirectional Model for Assessing Learning Disabled Students' Intelligence: An Information-Processing Framework

1982 ◽  
Vol 5 (3) ◽  
pp. 312-326 ◽  
Author(s):  
H. Lee Swanson
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Learning Disabled ◽  
Strategy Development ◽  
Thinking Aloud ◽  
Disabled Students ◽  
Intelligent Behavior ◽  
Problem Solving Strategies ◽  
And Performance ◽  
Experimental Findings

This article presents an information-processing approach to the assessment of learning disabled students' intellectual performance. The model is based on the assumption that intelligent behavior is comprised of a variety of problem-solving strategies. Its validity rests on experimental findings of Brown (1978), Neisser (1976, 1981), Newell and Simon (1972), and Sternberg (1977, 1978, 1979, 1981), to name a few. Each plane of assessment includes decisions about: (a) the relationship between hypothesis testing and overall performance; (b) the knowledge base which influences strategy development; (c) the ability to coordinate, direct, and organize search strategies; (d) the metacognitive parameters of learning and performance; and (e) the abstracting of problem-solving strategies. Sample “probing” questions are provided to direct assessment procedures. Within each plane, different components are assessed. The article presents an account of child problem solving and illustrates its underlying assumptions with a “thinking aloud” protocol. The model suggests that substrategy behavior may develop independently or within different planes. Finally, conclusions are drawn to direct intervention approaches.

Infection, nutrition and cognitive performance in children

Parasitology ◽  
1993 ◽  
Vol 107 (S1) ◽  
pp. S187-S200 ◽  
Author(s):  
K. J. Connolly ◽  
J. D. Kvalsvig
Keyword(s):  
Information Processing ◽  
Cognitive Performance ◽  
Parasitic Infection ◽  
Psychological Effects ◽  
Human Cognition ◽  
Information Processing Model ◽  
Speculative Hypothesis

SUMMARYThe paper considers briefly the nature of cognition and its relationship to intelligence. The information processing model of human cognition is outlined and IQ and DQ are explained. The literature dealing with the effects of malnutrition and parasitic infection on cognitive performance and development in children is selectively reviewed. A speculative hypothesis concerning the psychological effects of parasitic infection is sketched and brief consideration is given to models and measures in research on development.

scholarly journals Accelerating Research With Technology: Rapid Recruitment for a Large-Scale Web-Based Sleep Study (Preprint)

2018 ◽  
Author(s):  
Sean Deering ◽  
Madeline M Grade ◽  
Jaspreet K Uppal ◽  
Luca Foschini ◽  
Jessie L Juusola ◽  
...  
Keyword(s):  
Large Scale ◽  
Wearable Device ◽  
Sleep Study ◽  
Web Based ◽  
Enrollment Rate ◽  
Participant Engagement ◽  
Novel Approach ◽  
Complete Study ◽  
Conducting Research ◽  
Daytime Function

BACKGROUND Participant recruitment can be a significant bottleneck in carrying out research studies. Connected health and mobile health platforms allow for the development of Web-based studies that can offer improvement in this domain. Sleep is of vital importance to the mental and physical health of all individuals, yet is understudied on a large scale or beyond the focus of sleep disorders. For this reason and owing to the availability of digital sleep tracking tools, sleep is well suited to being studied in a Web-based environment. OBJECTIVE The aim of this study was to investigate a method for speeding up the recruitment process and maximizing participant engagement using a novel approach, the Achievement Studies platform (Evidation Health, Inc, San Mateo, CA, USA), while carrying out a study that examined the relationship between participant sleep and daytime function. METHODS Participants could access the Web-based study platform at any time from any computer or Web-enabled device to complete study procedures and track study progress. Achievement community members were invited to the study and assessed for eligibility. Eligible participants completed an electronic informed consent process to enroll in the study and were subsequently invited to complete an electronic baseline questionnaire. Then, they were asked to connect a wearable device account through their study dashboard, which shared their device data with the research team. The data were used to provide objective sleep and activity metrics for the study. Participants who completed the baseline questionnaires were subsequently sent a daily single-item Sleepiness Checker activity for 7 consecutive days at baseline and every 3 months thereafter for 1 year. RESULTS Overall, 1156 participants enrolled in the study within a 5-day recruitment window. In the 1st hour, the enrollment rate was 6.6 participants per minute (394 per hour). In the first 24 hours, the enrollment rate was 0.8 participants per minute (47 participants per hour). Overall, 1132 participants completed the baseline questionnaires (1132/1156, 97.9%) and 1047 participants completed the initial Sleepiness Checker activity (1047/1156, 90.6%). Furthermore, 1000 participants provided activity-specific wearable data (1000/1156, 86.5%) and 982 provided sleep-specific wearable data (982/1156, 84.9%). CONCLUSIONS The Achievement Studies platform allowed for rapid recruitment and high study engagement (survey completion and device data sharing). This approach to carrying out research appears promising. However, conducting research in this way requires that participants have internet access and own and use a wearable device. As such, our sample may not be representative of the general population.

scholarly journals Cognitive functioning and predictors thereof in patients with 1–10 brain metastases selected for stereotactic radiosurgery

2019 ◽  
Vol 145 (2) ◽  
pp. 265-276 ◽  
Author(s):  
Wietske C. M. Schimmel ◽  
Karin Gehring ◽  
Patrick E. J. Hanssens ◽  
Margriet M. Sitskoorn
Keyword(s):  
Information Processing ◽  
Brain Metastases ◽  
Cognitive Functioning ◽  
Cognitive Performance ◽  
Cognitive Flexibility ◽  
Verbal Memory ◽  
Test Performance ◽  
Neuropsychological Test ◽  
Cognitive Outcome ◽  
Individual Level

Abstract Purpose Information on predictive factors of cognitive functioning in patients with (multiple) brain metastases (BM) selected for radiosurgery may allow for more individual care and may play a role in predicting cognitive outcome after radiosurgery. The aim of this study was to evaluate cognitive performance, and predictors thereof, in patients with 1–10 BM before radiosurgery. Methods Cognition was measured before radiosurgery using a standardized neuropsychological test battery in patients with 1–10 BM (expected survival > 3 months; KPS ≥ 70; no prior BM treatment). Regression formulae were constructed to calculate sociodemographically corrected z scores. Group and individual cognitive functioning was analyzed. Multivariable regression was used to explore potential predictors. Results Patients (N = 92) performed significantly worse than controls (N = 104) on all 11 test variables (medium-large effect sizes for 8 variables). Percentages of impairment were highest for information processing (55.3%), dexterity (43.2%) and cognitive flexibility (28.7%). 62% and 46% of patients had impairments in at least two, or three test variables, respectively. Models including combinations of clinical and psychological variables were predictive of verbal memory, psychomotor speed, information processing and dexterity. Neither number nor volume of metastases predicted patients’ test performance. Conclusions Already before radiosurgery, almost half of the patients suffered from severe cognitive deficits in at least three test variables. At group and individual level, information processing, cognitive flexibility, and dexterity were most affected. These cognitive impairments may impair daily functioning and patients’ ability to make (shared) treatment decisions. Both clinical (symptomatic BM; timing of BM diagnosis) and psychological (mental fatigue) characteristics influenced cognitive performance. Clinical trial information Cognition and Radiation Study A (CAR-Study A; ClinicalTrials.gov Identifier: NCT02953756; Medical Ethics Committee file number: NL53472.028.15/P1515).

Marker Variables: A Search for Comparability and Generalizability in the Field of Learning Disabilities

1978 ◽  
Vol 1 (3) ◽  
pp. 5-11 ◽  
Author(s):  
Barbara K. Keogh ◽  
Susan M. Major ◽  
Helen Patricia Reid ◽  
Patricia Gándara ◽  
Hisako Omori
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Learning Disabled ◽  
Disabled Students ◽  
Research Results ◽  
Cooperative Approach ◽  
Program Effects ◽  
Research Findings ◽  
Conducting Research ◽  
Marker Variables

The learning disability field has been plagued by unclear definitional criteria resulting in inconsistencies and confusion regarding research findings and program effects. The concept of marker variables as presented by Keogh et al. may be a means of guiding research and comparing research results. Marker variables may be thought of as a set of core variables which are collected in common by those conducting research within a given field. The identification and adoption of a systematic, cooperative approach to the documentation of research and intervention with learning disabled students would aid in the comparability and generalizability of the findings. This article discusses the concept of marker variables as they are being applied to the learning disability field in the UCLA Marker Variable Project.

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