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Learning Disabilities and Cognitive Strategies

A Case for Training or Constraining Problem Solving?

Michael M. Cerber is assistant professor of special education at the University of California, Sunta Barbara. He recieved his PhD degree in special education from the University of Virginia, Address: Special Education Program, Graduate School of Educaction, University of California, Sunta Barbara, CA 93106.

There has been a proliferating amount of research concerned with cognitive "strategies." Increasingly, the notion of cognitive strategies is influencing the direction of theory and research in learning disabilities. An adequate conceptual analysis of the notion of "strategy" is necessary to avoid inevitable confusion resulting from its use in interpreting empirical data. The relationship between cognitive strategy and theoretical constructs associated with cognitive style, cognitive behavior modification, and metacognition is examined. Some suggestions for the direction future research might take are discussed briefly.

Journal of Learning Disabilities, Vol. 16, No. 5, 255-260 (1983)
DOI: 10.1177/002221948301600502


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