Abstract
Debates about the relative roles of strategies and the nonstrategic knowledge base in mediating proficient cognition have raged during this decade (e.g., Pressley, Borkowski, & Schneider, 1987; Schneider & Pressley, 1989, especially chapters 3 and 4); these controversies are detailed in several chapters of this volume. The position assumed in this chapter is that the simple effects of strategies and nonstrategic prior knowledge alone are often inadequate to produce proficient performance. We believe that strategies and prior knowledge often complement each other to produce competent performance and specifically that efficient cognition can be engineered by promoting use of strategies and prior knowledge. Evidence produced in our laboratory at the University of Western Ontario substantiates that executing strategies to access relevant prior knowledge can dramatically affect learning. (See Pressley et al. [1987] and Schneider & Pressley [1989, especially chapters 3, 4, 6, & 7] for consideration of other interactive relations between strategies and prior knowledge.)
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Pressley, M., Wood, E., Woloshyn, V. (1990). Elaborative Interrogation and Facilitation of Fact Learning: Why Having a Knowledge Base Is One Thing and Using It Is Quite Another. In: Schneider, W., Weinert, F.E. (eds) Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3268-1_15
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