Accessing Long-Term Memory: Metacognitive Strategies and Strategic Action in Adolescents

Document Type

Article

Journal/Book Title/Conference

Topics in Language Disorders

Volume

18

Issue

1

Publication Date

1997

First Page

32

Last Page

44

Abstract

Two metacognitive strategies, ARROW and BRIDGE, are presented that can be taught to students to help them manage the long-term memory demands of middle school and high school curricula. Learning to use metacognitive strategies is not enough, however. To be successful, students must act strategically. That is, they should be able to modify their strategies to meet the needs of different situations. Factors underlying strategic actions are discussed, and a "metastrategy" is presented that is designed to facilitate the development of strategic problem solving.

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