COGNITIVE STRATEGIES
（A very special kind of intellectual skill, of particular importance to learning and thinking, is the cognitive strategy. In terms of modern learning theory, a cognitive strategy is a control process, an internal process by which learners select and modify their ways of attending, learning, remembering, and thinking）
Rehearsal Strategies
（By means of these strategies, learners conduct their own practice of the material being learned.）
Elaboration Strategies
（In using the techniques of elaboration, the learner deliberately associates the item to be learned with other readily accessible material.）
Organizing Strategies
（Arranging material to be learned into an organized framework is the basic technique of these strategies.）
Comprehension Monitoring Strategies
（These strategies, sometimes referred to as metocognitive strategies, pertain to the student's capability of setting goals for learning, estimating the success with which the goals are being met, and selecting alternative strat- egies to meet the goals.）
Affective Strategies
（These techniques may be used by learners to focus and maintain attention, to control anxiety, and to manage time effectively.）
Other Organizational Systems
（West, Farmer, and Wolff (1991) organize cognitive strategies into families including chunking, spatial, bridging, and multipurpose. Each of these broad categories includes subclasses of cognitive strategies.）
Learning Cognitive Strategies.
(A cognitive strategy is a cognitive skill that selects and guides the internal processes involved in learning and thinking.)
Performance.
(The performance of cognitive strategies cannot be observed directly but must be inferred from performances calling for the use of other intellectual skills.)
Internal Conditions.
(Prior knowledge (that is, intellectual skills and verbal information) relevant to the subject matter to be learned or thought about must be retrievable, just as is true for other intellectual skills.)
External Conditions.
(Strategies may often be suggested to learners by verbal communications or demonstrated to them in simple form.)
METACOGNITION.
(The internal processing that makes use of cognitive strategies to monitor and control other learning and memory processes is known generally as metacognition)
(One is that they may be acquired by learners through the communication of metacognitive knowledge that is, by verbal information) followed by practice in their use.)
(The second view proposes that metacognitive strategies
arise from the generalization of a number of specific task-oriented strategies, usually after a considerable variety of problem-solving experiences by the learner.)
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