Abstract
Strategies enhance learning. However, children and adults often fail to invoke strategic behaviors. In this article, five reasons for failure to use strategies are discussed: (a) poor cognitive monitoring, (b) primitive routines that yield a product, (c) a meager knowledge base, (d) attributions and classroom goals that do not support strategy use, and (e) minimal transfer. I argue that use and failure to use strategies are not fruitfully studied without consideration of setting. A theory of settings reminds us that, when context varies, the nature of strategic activity often varies as well.
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