In cognitive psychology, studies of learning strategies with first language learners have concentrated on determining the effects of strategy training on different kinds of tasks and learners. Findings from these studies generally indicated that strategy training is effective in improving the performance of students on wide range of reading comprehension and problem-solving (57)______ tasks. One of the more important outcome of these psychological studies (58)______ was the formulation of learning strategies in an information-processing theo- retical model. This model contains an executive, or metacognitive, function in addition with an operative, or cognitive-processing, function. Metacogni- (59)______ tive strategies involve in thinking about the learning process, planning for (60)______ learning, monitoring of comprehension or production while it is taken (61)______ place, or self-evaluation after the learning activity has been completed. Cog- (62)______ nitive strategies are more directly related to individual learning tasks and en- tail directly manipulation or transformation of the learning materials. A third (63)______ type of learning strategy identifying in the literature on cognitive psychology (64)______ concern the influence of social and affective processes on learning. Examples (65)______ of social/affective strategies are cooperative learning, where involves peer in- (66)______ teraction to achieve a common goal in learning, and asking questions for clari- fication. Research in metacognitive and cognitive learning strategies suggests that transfer of strategy training to new tasks can be maximized by pairing metacognitive strategies with appropriate cognitive strategies.