Abstract
The efficiency of cognitive strategies in information processing has been established by a considerable body of research on text comprehension. Caution needs to be used, however, when it comes to generalizing the results to listening. It is argued that, in order to decide if cognitive strategies meet the processing demands of listening, and if so, which strategies, the specifics of the listening situation must be taken into consideration. An empirical basis is needed to investigate the facilitative and possibly interfering effects of using metacognitive strategies during listening. Using qualitative methodology, listening logs collected from 35 undergraduate students were evaluated for the effects - as perceived by listeners - of three types of cognitive strategies, namely, interest management, asking pre-questions, and elaboration techniques. The results support the hypothesis that these strategies, when appropriately adapted to the listening context, facilitate information processing from aural input.
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