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

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

75 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 1 1982
Externally published	Yes

Keywords

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

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

Access to Document

10.1037/0022-0663.74.4.535

Cite this

@article{ce795aa8797643d8b3ffb8d4926267ea,

title = "Students' aptitudes and their reports of cognitive processes during direct instruction",

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).",

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

author = "Peterson, {Penelope L.} and Swing, {Susan R.} and Braverman, {Marc T.} and Buss, {Ray R.}",

year = "1982",

month = aug,

day = "1",

doi = "10.1037/0022-0663.74.4.535",

language = "English (US)",

volume = "74",

pages = "535--547",

journal = "Journal of Educational Psychology",

issn = "0022-0663",

publisher = "American Psychological Association Inc.",

number = "4",

}

TY - JOUR

T1 - Students' aptitudes and their reports of cognitive processes during direct instruction

AU - Peterson, Penelope L.

AU - Swing, Susan R.

AU - Braverman, Marc T.

AU - Buss, Ray R.

PY - 1982/8/1

Y1 - 1982/8/1

N2 - 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).

AB - 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).

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

UR - http://www.scopus.com/inward/record.url?scp=0009065727&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0009065727&partnerID=8YFLogxK

U2 - 10.1037/0022-0663.74.4.535

DO - 10.1037/0022-0663.74.4.535

M3 - Article

SN - 0022-0663

VL - 74

SP - 535

EP - 547

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

IS - 4

ER -

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

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this