• The idea of a learning strategy has been suggested by Warr and Gardner (1998).
They SUGGEST that the key difference in learners is in the effectiveness of the learning strategy they adopt. These strategies are not THOUGHT to be FIXED and can be adjusted.
• Two basic primary strategies exist: cognitive and behavioural.
• Cognitive strategies involve rehearsal (repetition and copying), organization (identifying key issues and creating structures which group and inter-relate material), and elaboration (making mental connections and examining the implications of what is being learnt).
• Behavioural strategies involve interpersonal help seeking (getting others to check and reinforce learning), seeking help from written material (OBTAINING information from written documents), and practical application (testing learning through practical activities).
• Alongside these primary strategies other secondary strategies come into play, which enable individuals to regulate their anxiety and motivation.
• The practical implications of learning strategies research are immense. Learning how to choose the correct strategy for a particular activity can increase confidence in our learning abilities. What is termed ‘learning self-efficacy’—fundamental and sometimes disabling feelings individuals have about their ability to learn—can be improved.

• The idea of a learning strategy has been suggested by Warr and Gardner (1998).
They suggest that the key difference in learners is in the effectiveness of the learning strategy they adopt. These strategies are not thought to be fixed and can be adjusted.
• Two basic primary strategies exist: cognitive and behavioural.
• Cognitive strategies involve rehearsal (repetition and copying), organization (identifying key issues and creating structures which group and inter-relate material), and elaboration (making mental connections and examining the implications of what is being learnt).
• Behavioural strategies involve interpersonal help seeking (getting others to check and reinforce learning), seeking help from written material (obtaining information from written documents), and practical application (testing learning through practical activities).
• Alongside these primary strategies other secondary strategies come into play, which enable individuals to regulate their anxiety and motivation.
• The practical implications of learning strategies research are immense. Learning how to choose the correct strategy for a particular activity can increase confidence in our learning abilities. What is termed ‘learning self-efficacy’—fundamental and sometimes disabling feelings individuals have about their ability to learn—can be improved.