Mireille Falardeau et Michel Loranger Le choix de stratégies ... - CSSE

322 MIREILLE FALARDEAU ET MICHEL LORANGER
Kirby, J. R. (1984). Cognitive strategies and educational performance. Orlando: Academic Press.
Kirk, R. E. (1982). Experimental design: Procedures for the behavioral sciences. Belmont, CA:
Brooks/Cole Publishing Company.
Kreutzer, M. A., Leonard, C., & Flavell, J. H. (1975). An interview of children’s knowledge about
memory. Chicago: Society for Research in Child Development.
Markman, E. M. (1979). Realizing you don’t understand: Elementary school children’s awareness of
inconsistencies. Child Development, 50, 643–655.
Myers, M., & Paris, S. G. (1978). Children’s metacognitive knowledge about reading. Journal of
Educational Psychology, 5, 680–690.
Paris, S. G., & Myers, M. (1981). Comprehension monitoring, memory and study strategies of good
and poor readers. Journal of Reading Behavior, 13, 5–22.
Paris, S. G. & Newman, R. S. (1990). Developmental aspects of self-regulated learning. Educational
Psychologist, 25, 87–102.
Pressley, M., Borkowski, J. G., & O’Sullivan., J. (1984). Memory strategy instruction is made of this:
Metamemory and durable strategy use. Educational Psychologist, 19, 84–107.
Pressley, M., Goodchild, F., Fleet, J., Zajchowski, R., & Evans, E. D. (1989). The challenges of
classroom strategy instruction. Elementary School Journal, 89, 301–342.
Pressley, M., & Harris, K. R. (1990). What we really know about strategy instruction. Educational
Leadership, 48, 31–35.
Pressley, M., Levin, J. R., & Delaney, H. D. (1982). The mnemonic keyword method. Review of
Educational Research, 52, 61–91.
Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56,
411–436.
Snowman, J. (1986). Learning tactics and strategies. In G. D. Phye & T. Andre (Eds.), Cognitive
classroom learning: Understanding, thinking, and problem solving (pp. 243–275). New York:
Academic Press.
Thomas, J. W., & Rohwer, W. D., Jr. (1986). Academic studying: The role of learning strategies.
Educational Psychologist, 21, 19–42.
Wade, S. E., & Trathen, W. (1989). Effect of self-selected study methods on learning. Journal of
Educational Psychology, 81, 40–47.
Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J.
Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory,
research, and practice (pp. 1–26). New York: Springer-Verlag.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing
student use of self-regulated learning strategies. American Educational Research Journal, 23,
614–628.
Zimmerman, B. J., & Martinez-Ponx, M. (1988). Construct validation of a strategy model of student
self-regulated learning. Journal of Educational Psychology, 80, 284–290.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning:
Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational
Psychology, 82, 51–59.
Mireille Falardeau et Michel Loranger enseignent à l’École de psychologie, Université Laval, Ste-Foy,
Québec (G1K 7P4).