内容

目次

I Early Cognitive Development.- 1 Experiential Awareness and Children’s Episodic Memory.- Experiential Awareness.- Episodic Memory.- On Saying That: Monitoring Reality.- References.- Understanding Sources of Information: Implications for Early Strategy Use.- Understanding of Inference as Source of Knowledge.- Understanding How Perception and Communication Function as Sources of Knowledge.- Conclusions.- References.- 3 Discussion: Theory of Mind.- Comments on Perner: Three Questions.- Comments on Sodian: How Global Are the Effects.- References.- II Thinking, Reasoning, and Problem-Solving.- 4 The Entanglement of Knowledge and Process in Development: Toward a Tentative Framework for Understanding Individual Differences in Intellectual Development.- Some Definitional Issues.- A Brief Historical Excursion.- A Broadened View of Domain-Specificity.- Some Descriptive Data.- In Conclusion.- References.- 5 Cognitive Performance and Developmental Constraints.- A Tentative Set of Dimensions of Change.- Structural Similarity of Representations in Development.- Power of Organized Units in Inference Tasks.- Strategy Use and Information-Processing Capacity.- Prior Knowledge and Cognitive Performance.- Concluding Remarks.- References.- 6 Understanding and Problem-Solving.- Problem-Solving Behavior Under Different Conditions (Study I).- Statable Knowledge About the Cognitive Demands of Different Problem-Solving Conditions (Study II).- Conclusions.- References.- 7 How Content Knowledge, Strategies, and Individual Differences Interact to Produce Strategy Choices.- Adaptive Value of Strategy Choices.- Models of Strategy Choice Based on Rational Calculations.- The Distributions of Associations Model.- Transitions in Strategy Use over Time.- Individual Differences in Strategy Choices.- References.- Explaining Children’s Problem-Solving: Current Trends.- The Influence of Metacognition Is Waning.- Processing Capacity Influences Strategy Choice.- Automatic and Controlled Processing.- Cognitive Style Is Back.- Focusing on the Individual in Context.- Issues Still out of Reach.- References.- III Interactive Roles of Strategies and the Knowledge Base in Memory Performance.- 9 Developmental and Individual Differences in Children’s Memory Strategies: The Role of Knowledge.- Efficiency of Mental Processing.- Nature and Organization of the Knowledge Base.- Effects of the Knowledge Base on Children’s Memory.- Memory Differences Between Children With Different Learning Abilities.- Knowledge Base and Novelty.- Conclusion and Implications for Education.- References.- 10 Conceptual Knowledge Processing: An Oxymoron.- Metaphors of Mind.- Conceptual Knowledge Processing.- Discussion.- References.- 11 Dynamics of Knowledge Structures: Some Underlying Strategies.- Conceptual Structures of Knowledge.- The Flexibility of Conceptual Knowledge Structures.- The General Approach.- The Developmental Approach.- The Differential Approach.- Conclusions.- References.- 12 Knowledge and Strategies: A Discussion.- Questions About Knowledge.- The Chapters.- An Overview.- References.- IV Impacts of Metacognitive Knowledge and Strategies on Cognitive Performance.- 13 Transsituational Characteristics of Metacognition.- A Model of Metacognition.- Executive Functioning.- Self-Regulation in Gifted Children.- General Strategy Knowledge, Self-Attributions, and Beliefs About Mind.- Executive Processes and Attributional Beliefs: An Integration.- References.- 14 Cultural Influences on Children’s Cognitive and Metacognitive Development.- Environmental Influences on Cognitive Development.- Research Perspectives.- Understanding How Children Learn.- References.- 15 Elaborative Interrogation and Facilitation of Fact Learning: Why Having a Knowledge Base Is One Thing and Using It Is Quite Another.- Adult Studies.- Child Studies.- Discussion.- References.- 16 The Role of Context and Development From a Life-Span Perspective.- Critical Tasks From a Life-Span Perspective.- Special Populations From a Life-Span Perspective.- References.- V Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance.- 17 Expert Knowledge, General Abilities, and Text Processing.- Expert Knowledge and Text Processing.- Relations Between Domain-Specific Knowledge and Metacognitive Knowledge.- General Abilities and Domain-Specific Knowledge.- Concluding Remarks.- References.- 18 Exceptional Memory: The Influence of Practice and Knowledge on the Development of Elaborative Encoding Strategies.- Exceptional Memory.- Theoretical Analysis of Skilled Memory.- The Influence of Contextual Encodings on Serial Recall: An Experiment.- General Conclusions.- References.- 19 The Role of Knowledge, Strategies, and Aptitudes in Cognitive Performance: Concluding Comments.- Persistent Problems.- Major Accomplishments.- The Impact of Motivational, Educational, and Cultural Factors.- Individual Differences and Aptitude Issues.- Future Research Perspectives.- References.