You are here:

Effects of Strategy Monitoring and Proactive Instruction on Children's Problem-Solving Performance
ARTICLE

,

Journal of Educational Psychology Volume 83, Number 1, ISSN 0022-0663

Abstract

Nineteen fifth and 11 sixth graders given preliminary instruction about a computer-based problem-solving game received additional problem-solving training, problem-solving and self-monitoring training, or no further training. The beneficial impact of the monitoring training is discussed as evidence of the importance of the monitoring strategy in problem solving. (SLD)

Citation

Delclos, V.R. & Harrington, C. (1991). Effects of Strategy Monitoring and Proactive Instruction on Children's Problem-Solving Performance. Journal of Educational Psychology, 83(1), 35-42. Retrieved May 25, 2019 from .

This record was imported from ERIC on March 21, 2014. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.