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Elaborating to Learn and Learning to Elaborate

Michael Pressley,professor of psychology arid educational psychology at the University of Western Ontario, earned a BA at Northwestern University in honors psychology and a PhD in child psychology from the Institute of Child Development at the University of Minnesota. He has published extensively in the areas of learning and memory, with studies of both adults and children. His current work pertains to various aspects of good strategy use. In 1982 he received an award from the educational psychology division of the American Psychological Association for his distinguished early career contributions to educational psychology.

Carla J. Johnson

Carla J. Johnsonis a doctoral student in psychology at the University of Western Ontario. She holds a BS and an MS (both in communicative disorders) from the University of Wisconsin at Madison and an MS in psychology from the University of Western Ontario. She served on the communicative disorders faculty at Western for six years. She is currently interested in imaginal, verbal, and motoric processes in children and continues her interest in children's language disorders. Sonya Symons is a doctoral student in psychology at the University of Western Ontario. She holds an Honors BS from Dalhousie University in psychology and an MS in psychology from Western Ontario. She is generally interested in cognitive development, particularly dynamic assessment of children. She is a predoctoral fellow of the National Sciences and Engineering Research Council of Canada. Address: Michael Pressley, Department of Psychology, University of Western Ontario. London, Ontario N6A 5C2.

Sonya Symons

Two types of elaboration are reviewed as potent strategies for the learning disabled and for poor child learners in general. Both elaborative strategy teaching and elaborate materials modifications are discussed. In addition, a model of autonomous and flexible strategy use is presented with an emphasis on how strategy instruction can be conducted to promote efficient strategy application.

Journal of Learning Disabilities, Vol. 20, No. 2, 76-91 (1987)
DOI: 10.1177/002221948702000202


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