Citation

Woloshyn VE, Stockley DB. Appl. Cogn. Psychol. 1995; 9(1): 75-89.

Copyright

(Copyright © 1995, John Wiley and Sons)

DOI

10.1002/acp.2350090106

PMID

unavailable

Abstract

One hundred and eighty four grade 6 and 7 students processed 32 factual statements in one of two studies reported here. Half the statements were consistent with the students' prior knowledge, whereas the remaining facts were inconsistent with it. Students studied the facts alone, or with a partner, by: (1) answering 'why' questions; (2) reading the information for understanding; or (3) selecting their own method of study. Recall (free and cued) and recognition measures (immediate, 30-day, and 60-day) were used to assess learning (immediate, 30-day, and 60-day). Instructions to use elaborative interrogation produced superior learning gains relative to instructing students to read information for understanding or to select their own study strategy. Overall, there were no performance differneces as a function of individual versus dyad study. The quality of the elaborative interrogation study response affected learning. When students generated or listened to a partner's response that clarified the target facts, learning of that information was superior to when students generated or listened to other types of study responses.

Language: en