A.L. Brown's scientific contributions

Publications (13)

Citations

... While SRLPPs are effective, their development is difficult. Supporting SRL requires sophisticated awareness of and responsiveness to students' needs, and the understanding and use of complex teaching strategies (Brown & Campione, 1994). Ideally, teachers target students' "zones of proximal development" (Vygotsky, 1978), providing "just enough" and "just in time" support, thereby allowing students solve problems independently (Perry & Rahim, 2011). ...
... The initial conceptualization of SRSD (see was based on Donald Meichenbaum's (1977) work on cognitive-behavior modification; the thinking of Soviet theorists L.S. Vygotsky, A.R. Luria, and A.N. Sokolov (Vygotsky, 1962;Wertsch, 1979) spanning verbal self-regulation, the social origins of self-control, and development of the mind; Donald Deshler and Jean Schumaker's (1986) research on how to teach learning strategies; and Ann Brown and Joseph Campione's investigation of self-control, metacognition, and critical elements of strategy instruction (Brown & Campione, 1990). ...
... 91). Later on, researchers (Brown et al., 1983;Schraw & Dennison, 1994;Schraw & Moshman, 1995) hypothesized two dimensions for the concept of metacognition, namely knowledge of cognition (i.e., what one knows about cognition) and regulation of cognition (i.e., how one uses that knowledge to regulate cognition). It has been suggested that metacognition has a key role in learning a second language (Flavell, 1979) and that successful second language learners effectively use knowledge (Wenden, 1998). ...
... L'entrainement des habiletés métacognitives et motivationnelles s'effectue toujours de manière explicite (notamment au travers des métaconnaissances) et structurée (Bissonnette, Richard, Gauthier, & Bouchard, 2010 ;Campione & Brown, 1984 ;Pintrich, 2002). L'enseignement structuré non seulement renforce les habiletés métacognitives (stratégies, planification, contrôle, évaluation), mais aussi soutient les processus cognitifs (attention, fonctions exécutives). ...
... Science education should discourage the memorization of inert, disciplinary science facts, and favor instructional activities promoting the use of arguments, data analyses, and the application of acquired knowledge to real-life situations (Mayer, 2002;Songer & Kali, 2014). However, the development of a deep conceptual understanding of science takes effort, time, guidance, and repeated exposures (Brown, Ellery, & Campione, 1998). Therefore, there is a need to support students to achieve a deep conceptual understanding in science, so that they reach the education system goals of meaningful learning and knowledge transfer (Anderman, Sinatra, https://doi.org/10.1016/j.compedu.2019.103640 ...
... 110) plays an important role in learning. Although much of the research on metacognition has dealt with learning and reading in the learner's native language ( for example, see reviews in Brown et al., 1983, andGarner, 1987), metacognition has not gone unnoticed in L2 research . Wenden ( 1987) and Reid ( 1987) document L2 learners' metacognitive knowledge of their own abilities and preferences for learning. ...
... Educational research on argumentation could potentially benefit from a robust theoretical orientation, and it can itself potentially inform foundational disciplines through empirical research in schools. For example, discussions about the extent to which argumentation research in education contributes to cognitive and metacognitive processes could inform the situated cognition perspective (Brown and Campione 1990). The development of communicative competences and particularly critical thinking by means of argumentation would add to the theory of communicative action and the socio-cultural perspective (Habermas 1981). ...
... Research has shown that knowledge of mathematics in preschool correlates .46 with 10th-grade math achievement (Stevenson & Newman, 1986) and successfully predicts math achievement through age 15 years even after accounting for early reading, cognitive skills, and family and child characteristics (Watts et al., 2014). For many topics and abilities, initial knowledge predicts learning and later knowledge (Bransford, Brown, & Cocking, 2008;Jimerson, Egeland, & Teo, 1999;Thomson, Rowe, Underwood, & Peck, 2005;Wright, 1994). However, the effect of early knowledge of mathematics is unusually strong and notably persistent (Duncan, Claessens, & Engel, 2004). ...
... For instance, content transfer may be measured by examining whether learning to memorize visual material results in improved learning of auditory material. In turn, context transfer occurs when a behavior or strategy learned in one context is successfully applied or leads to improvement in a different context (Salomon and Perkins, 1988;Perkins and Salomon, 1992;Bransford et al., 2000;Lobato, 2006). In health studies, transferring training effects from the clinic or laboratory to activities in real-life is one of the most sought-after context transfers. ...
... That is, the existent knowledge, its composition and structure, determine the success of further training. [17]. Thus, the acquisition of knowledge and the way of organizing this knowledge contributes to the development of intellect and intellectual abilities. ...