Students' aptitudes and their reports of cognitive processes during direct instruction

Penelope L. Peterson; Susan R. Swing; Marc T. Braverman; Ray R. Buss

doi:10.1037/0022-0663.74.4.535

Students' aptitudes and their reports of cognitive processes during direct instruction

Penelope L. Peterson^*, Susan R. Swing, Marc T. Braverman, Ray R. Buss

^*Corresponding author for this work

School of Education and Social Policy

Research output: Contribution to journal › Article › peer-review

69 Scopus citations

Abstract

72 5th- and 6th-grade students were randomly assigned to 1 of 6 classes using a factorial assignment of ability level crossed with attitude. Each class was taught a 2-day unit on probability, using the direct instruction model. Ss were videotaped during the lesson and afterward were interviewed about their thought processes using a stimulated-recall procedure. Independent of ability, Ss' reports of their understanding of the lesson were significantly related to achievement. Also, Ss who reported using specific cognitive strategies, such as relating the information being taught to prior knowledge, did better on the achievement test than those who did not report such strategies. (26 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original language	English (US)
Pages (from-to)	535-547
Number of pages	13
Journal	Journal of Educational Psychology
Volume	74
Issue number	4
DOIs	https://doi.org/10.1037/0022-0663.74.4.535
State	Published - Aug 1982

Keywords

aptitude & cognitive strategies during instruction, achievement, 5th-6th graders

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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Students' aptitudes and their reports of cognitive processes during direct instruction

Abstract

Keywords

ASJC Scopus subject areas

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