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Schema-Based Strategies and Implications for Instructional Design in Strategy Training

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Cognitive Strategy Research

Abstract

An important hypothesis underlying expert-novice differences is that superior performance is mediated by the use of better strategies (Adelson, 1984; Britton & Glynn, 1987; Pressley, 1986; Pressley, Borkowski, & Schneider, 1987). For example, novices use surface features of concepts to establish relationships (e.g., a square and a rectangle are similar because they have four sides); experts use their executive control system in search of deep-structure principles (e.g., Chi, Feltovich, & Glaser, 1981; Larkin, McDermott, Simon, & Simon, 1980) to formulate relational links among concepts (e.g., a square is viewed as a special case of a rectangle whereby length equals width). A salient hypothesis generated from such observations is that training in the efficient use of strategies demonstrated by expert levels can improve the performance of novices (e.g., Greeno, 1978a, 1978b; Mayer, 1987; Shavelson, 1981; Voss, 1986).

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Authors
  1. Joan K. Gallini
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Editors and Affiliations

  1. College of Education, Department of Educational Psychology, University of South Carolina, 29208, Columbia, SC, USA

    Christine B. McCormick

  2. Department of Psychology, University of South Carolina, 29208, Columbia, SC, USA

    Gloria E. Miller

  3. Department of Psychology, The University of Western Ontario, N6A 5C2, London, Ontario, Canada

    Michael Pressley

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Gallini, J.K. (1989). Schema-Based Strategies and Implications for Instructional Design in Strategy Training. In: McCormick, C.B., Miller, G.E., Pressley, M. (eds) Cognitive Strategy Research. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-8838-8_10

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  • DOI: https://doi.org/10.1007/978-1-4613-8838-8_10

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  • Print ISBN: 978-1-4613-8840-1

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