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NASP Home NASP Publications School Psychology Review (SPR) Volume 17 Issue 1 (1988) Review of Memory and Instruction
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Volume 17, Issue 1 (1988)

Review of Memory and Instruction

pp. 192—193

Research examining the extent to which individuals can be trained to use cognitive strategies to improve performance has increased dramatically during the last two decades. This line of investigation has a long history and has most recently focused on skill development and refinement across diverse behavioral domains (e.g., academic and social). In general, researchers have explored the different strategies used by individuals to process information and attempted to train the most effective of these strategies to young, old, handicapped, and non-handicapped children as well as adults. Investigations of information processing skills have been categorized in a variety of different ways depending on the theoretical orientation of the author, the skills being investigated, and the tasks used. Included among the descriptors used to identify this research have been terms such as meta-cognition, meta-memorial processing, executive control, cognitive behavior modification, problem solving, mnemonic training,etc. In the text, Memory and Instruction, David Baine attempts a review of cognitive instructional research related specifically to memory training with children and provides suggestions for implementation of the findings with regular class and handicapped children. The book’s target audience includes senior undergraduate and graduate students,educators, and “anyone interested in the improvement of memory.”

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