Definition
A college student who prepares for an exam by summarizing the textbook chapters assigned by the course instructor, drawing a map of key concepts, monitoring his understanding while drawing the map, setting goals on a daily basis, and checking his progress against the goals uses a repertoire of learning strategies. When an elementary school student practices a poem by repeating the lines over and over again, researchers also refer to this behavior as a learning strategy. The term learning strategy denotes thoughts and behaviors the learner employs with the intention of acquiring knowledge and improving task performance (Weinstein and Mayer 1986). In line with this definition, learning strategies can be cognitive and affective. Cognitive learning strategies exert a direct influence on knowledge acquisition, whereas affective learning strategies facilitate...
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Flavell, J. H., Beach, D. R., & Chinsky, J. M. (1966). Spontaneous verbal rehearsal in a memory task as a function of age. Child Development, 37(2), 283–299.
Mayer, R. E. (1996). Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review, 8(4), 357–371.
Miller, P. H. (1994). Individual differences in children’s strategic behaviors: Utilization deficiencies. Learning and Individual Differences, 6(3), 285–307.
Nückles, M., Hübner, S., & Renkl, A. (2009). Enhancing self-regulated learning by writing learning protocols. Learning and Instruction, 19, 259–271.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175.
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research in teaching (Vol. 3, pp. 315–327). New York: Macmillan.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media, LLC
About this entry
Cite this entry
Braun, I., Gurlitt, J., Nückles, M. (2012). Cognitive and Affective Learning Strategies. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_292
Download citation
DOI: https://doi.org/10.1007/978-1-4419-1428-6_292
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4419-1427-9
Online ISBN: 978-1-4419-1428-6
eBook Packages: Humanities, Social Sciences and Law