Cognitive processing language (CPL) is defined as instructional language rich in strategy suggestions, metacognitive references, and memory requests, all of which are important in the learning development of elementary-aged students, as it is linked to children’s early use of strategies and self-regulated learning (SRL). Self-regulated learning includes skills such as planning, monitoring, setting goals, and evaluating progress.

 

This study explores how the combination of a teacher’s instructional language and children’s self-regulated learning both contribute to children’s use of memory strategies in first and second grade. The conclusion was that the groups of children who had higher self-regulated learning abilities and were in classrooms in which teachers utilized more cognitive processing language displayed similar patterns of growth in sorting over time, while groups of children with lower SRL and exposed to lower CPL showed significantly less growth in these same skills.

 

The implications of this study were that the type of language a teacher decides to use is important for the development of memory skills in elementary schoolers, especially with students with lower self-regulated learning abilities. In other words, students who may be at risk with either lower academic levels or lower SRL abilities are the ones who will benefit most from cognitive processing language. The environment that a teacher creates for students, especially at a younger age, is crucial, as all children are able to benefit regardless of academic and self-regulated learning ability!

 

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Alexandra Lagaros

UConn KIDS, Research Assistant 

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