d practice) and support strategies (attention enhancers, self-management, affective strategies, planning, and cooperation). Extending these categories, Oxford lists sixty-four strategies. All the teacher has to do is identify and manipulate them!
Neisser (1967) defines cognition as "all the processes by which sensory input is transformed, reduced, elaborated, stored, recovered, and used" (p. 4). This definition fails to narrow down the processing of sensory input to allow for knowledge and awareness--the fundamental constituents of cognition. Wolman (1973) considers "cognition" to be "a general term for any process which allows an organism to know and be aware. It includes perceiving, reasoning, conceiving, judging" (p. 66). Cognition refers to "higher level mental processes such as thinking, remembering, problem-solving, analysis, and reasoning" (Shafritz, Koeppe, and Soper, 1988).
Thus, O'Malley and Chamot's and other cognitive psychologists' concept of strategy is based on cognitive theories
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