Abstract
This chapter reviews the idea that students can be taught to be more effective learners as opposed to being taught subject matter. Cognitive strategies facilitate the acquisition, retention, and retrieval of information. A cognitive strategy is composed of two parts: (1) a cognitive orienting task and (2) one or more representational, selectional, or self-directional capabilities. The term orienting task designates methods for inducing the student to perform particular kinds of operations. Orienting tasks help gauge performance of cognitive processes and enable more optimal usage of the same. Such processes utilize representational as well as selectional resources. Representational resources include propositional and appositional processes of the left and right cerebral hemispheres, chiefly language and imagery. Selectional resources consist of attentional and intentional processes. Self-directional resources include self-programming and self-monitoring processes. Although cognitive strategies are always performed by the student, initiation of their use may come from the student's self-instructions or from an instructional system. The processing operations students perform constitute a cognitive strategy that may or may not be apparent to them.
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