Abstract
In the past 20 years, views of the interaction between knowledge and strategies have shifted radically. In the 1960s and early 1970s, the role of generally useful strategies such as rehearsal and organization were emphasized. Little if any attention was paid to knowledge of the content on which the strategies were performed, for example, the numbers or words that children were trying to remember. Individual differences were conceptualized at a quite general, traitlike level that did not often make contact with either strategies or content knowledge.
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Siegler, R.S. (1990). How Content Knowledge, Strategies, and Individual Differences Interact to Produce Strategy Choices. 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_7
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DOI: https://doi.org/10.1007/978-1-4612-3268-1_7
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