Fostering the Development of Self-Regulation in Children’s Knowledge Processing

Abstract

As in the companion chapter, we draw our material from work on expository writing. Expository writing is paradigmatic for a range of intellectual tasks occurring in everyday life. These are tasks in which the goal is at least partly emergent-your knowledge of what you are after grows and changes as part of the knowledge-constructing process-and in which there is a wealth of potentially applicable knowledge and potential routes to the goal. Tasks that have these properties fall within the category of what Greeno (1978) calls composition problems. We refer to the whole category as compositional tasks, to distinguish them from written composition, which is a subclass. Whether these are humble tasks of planning a weekend outing or grand ones of constructing a scientific theory, they all present formidable obstacles when it comes to teaching someone better strategies for doing them.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 119 citations exist upstream.