Importance Of Strategy Use Research Articles

Reasoning strategies predict use of very fast logical reasoning.

The dual strategy model proposes that people use one of two potential ways of processing information when making inferences. The statistical strategy generates a rapid probabilistic estimate based on associative access to a wide array of information, while the counterexample strategy uses a more focused representation, allowing for a search for potential counterexamples. In the following studies, we explore the hypothesis that individual differences in strategy use are related to the ability to make rapid intuitive logical judgments. In Study 1, we show that this is the case for rapid judgments requiring a distinction between simple logical form and for a novel form of judgment, the ability to identify inferences that are not linked to their premises (non sequiturs). In Study 2, we show that strategy use is related to the ability to make the kinds of rapid logical judgments previously examined over and above contributions of working memory capacity. Study 3 shows that strategy use explains individual variability in rapid logical responding with belief-biased inferences over and above the contribution of IQ. The results of Studies 2 and 3 indicate that under severe time constraint cognitive capacity is a very poor predictor of reasoning, while strategy use becomes a stronger predictor. These results extend the notion that people can make rapid intuitive "logical" judgments while highlighting the importance of strategy use as a key individual difference variable.

Dissociating Arithmetic Operations in the Parietal Cortex Using 1 Hz Repetitive Transcranial Magnetic Stimulation: The Importance of Strategy Use.

The triple-code model (TCM) of number processing suggests the involvement of distinct parietal cortex areas in arithmetic operations: the bilateral horizontal segment of the intraparietal sulcus (hIPS) for arithmetic operations that require the manipulation of numerical quantities (e.g., subtraction) and the left angular gyrus (AG) for arithmetic operations that require the retrieval of answers from long-term memory (e.g., multiplication). Although neuropsychological, neuroimaging, and brain stimulation studies suggest the dissociation of these operations into distinct parietal cortex areas, the role of strategy (online calculation vs. retrieval) is not yet fully established. In the present study, we further explored the causal involvement of the left AG for multiplication and left hIPS for subtraction using a neuronavigated repetitive transcranial magnetic stimulation (rTMS) paradigm. Stimulation sites were determined based on an fMRI experiment using the same tasks. To account for the effect of strategy, participants were asked whether they used retrieval or calculation for each individual problem. We predicted that the stimulation of the left AG would selectively disrupt the retrieval of the solution to multiplication problems. On the other hand, stimulation of the left hIPS should selectively disrupt subtraction. Our results revealed that left AG stimulation was detrimental to the retrieval and online calculation of solutions for multiplication problems, as well as, the retrieval (but not online calculation) of the solutions to subtraction problems. In contrast, left hIPS stimulation had no detrimental effect on both operations regardless of strategy.

Hippocampal activation and memory performance in schizophrenia depend on strategy use in a virtual maze

Different strategies may be spontaneously adopted to solve most navigation tasks. These strategies are associated with dissociable brain systems. Here, we use brain-imaging and cognitive tasks to test the hypothesis that individuals living with Schizophrenia Spectrum Disorders (SSD) have selective impairment using a hippocampal-dependent spatial navigation strategy. Brain activation and memory performance were examined using functional magnetic resonance imaging (fMRI) during the 4-on-8 virtual maze (4/8VM) task, a human analog of the rodent radial-arm maze that is amenable to both response-based (egocentric or landmark-based) and spatial (allocentric, cognitive mapping) strategies to remember and navigate to target objects. SSD (schizophrenia and schizoaffective disorder) participants who adopted a spatial strategy performed more poorly on the 4/8VM task and had less hippocampal activation than healthy comparison participants using either strategy as well as SSD participants using a response strategy. This study highlights the importance of strategy use in relation to spatial cognitive functioning in SSD. Consistent with a selective-hippocampal dependent deficit in SSD, these results support the further development of protocols to train impaired hippocampal-dependent abilities or harness non-hippocampal dependent intact abilities.

Language learning strategies: students' and teachers' perceptions

Although issues related to learner variables have received considerable attention over the years, issues related to teachers have not been researched as thoroughly. This study aimed to investigate the point of intersection of teachers' and learners' perceptions regarding language learning strategies. Using an original questionnaire developed in a classroom situation and based on student input, this study examined reported frequency of strategy use by international students and teacher perceptions regarding the importance of strategy use. Although students' and teachers' perceptions were not perfectly matched, results indicated that teachers regard strategy use as highly important, and there was a high level of accord (71 per cent) between strategies which students reported using highly frequently and those which teachers reported regarding as highly important, an encouraging finding somewhat at variance with the results of some previous studies. Implications of these results for the teaching/learning situation are discussed.

Comparative expectations and knowledge off teachers and parents with regard to memory skills in children with learning difficulty

Little is known about teachers’ and parents’ views about metacognitive strategy use and factors that influence the development of children's memory skills. For the last two decodes psychologists have performed studies that have provided evidence of the importance of strategy use and metacognitive knowledge on task performance in different areas, including memory skills. Some researchers have focused on the influence of the schooling on children's memory development, but less is known about the impact of home or family influences. In order to examine teachers’ and parents’ views, a questionnaire on memory strategy and metamemory was given to teachers and parents of children with learning difficulty (LD) in Years 3, 5 and 7 in public schools in Brisbane. In this questionnaire teachers and parents were asked to make judgments about the ways that children might deal with memory tasks and how they themselves would be likely to demonstrate the best answer. The findings indicated that teachers and parents knew the best strategy substantially more often than they expected it to be used by LD children. In addition, there was no significant difference between teachers’ and parents’ knowledge of memory skills and their expectations of LD students’ use of these skills. The findings of this study support the need for continued emphasis on cognition and metacognition in teacher training programs and on assistance for parents to be more effective in supporting their children to overcome learning difficulties.