Book Reviews

Briars D. J. Larkin J. H. (1984). An integrated model of skill in solving elementary word problems. Cognition and Instruction, 1, 245–296.

Brown A. L. (1980). Metacognitive development and reading. In Spiro R. J. Bruce B. B. Brewer W. F. (Eds.), Theoretical issues in reading comprehension (pp. 453–481). Hillsdale, N.J.: Erlbaum.

Brown A. L. (1984). Metacognition, executive control, self-regulation, and other even more mysterious mechanisms. In Weinert F. E. Kluwe R. H. (Eds.), Learning by thinking (pp. 60–108). West Germany: Kuhlhammer.

Brown A. L. Bransford J. Ferrara R. Campione J. (1983). Learning, remembering, and understanding. In Flavell J. H. Markman E. M. (Eds.), Handbook of child psychology, vol. Ill, Cognitive development (pp. 177–266). New York: John Wiley & Sons.

Brown A. L. Palincsar A. S. (in press). Guided, cooperative learning and individual knowledge acquisition. To appear in Resnick L. (Ed.), Cognition and instruction: Issues and agendas.

Evans G. (August 1, 1987). Luann. Detroit Free Press..

Eylon B. S. Reif F. (1984). Effects of knowledge organization on task performance. Cognition and Instruction, 1, 5–44.

Flavell J. H. (1981). Cognitive monitoring. In Dickson W. P. (Ed.), Children's oral communication skills (pp. 35–60). New York: Academic Press.

Lampert M. (1986). Knowing, doing, and teaching multiplication. Cognition and Instruction, 3, 305–342.

Paris S. G. Oka E. R. (1986). Children's reading strategies, metacognition, and motivation. Developmental Review, 6, 25–56.

Reid M. K. Borkowski J. G. (1985). The influence of attribution training on strategic behaviors, self-management, and beliefs about control in hyperactive children. Paper presented at the biennial meeting of the Society for Research in Child Development, Toronto, Canada.

Scardamalia M. Paris P. (1985). The function of explicit discourse knowledge in the development of text representations and composing strategies. Cognition and Instruction, 2, 1–39.