Abstract
Attempts to train learning strategies have not produced marked or lasting increases in academic achievement probably because current training models fail to recognize the evolutionary nature of strategies acquisition. Empirical and theoretical evidence is presented supporting an incidental learning model that engineers the instructional environment following study skills training, so that students are prompted to recall and use strategies during study. At onset of spontaneous strategies initiation, prompts are faded gradually, to produce automatic processing. The model can be implemented on a very large scale as CAI, or as a somewhat less promising paper curriculum.
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Derry, S.J. Strategy training: An incidental learning model for CAI. Journal of Instructional Development 8, 16–23 (1985). https://doi.org/10.1007/BF02906244
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DOI: https://doi.org/10.1007/BF02906244