Evaluating the Efficacy of Elaborative Strategies for Remembering Expository Text

Evaluating the Efficacy of Elaborative Strategies for Remembering Expository Text

One hundred Canadian undergraduates read a lengthy expository text, used one of five study strategies for 50 minutes, and completed recall and multiple-choice tests. Students using self-study, repetition, or unsupported elaborative interrogation had difficulty recognizing the passage's main ide...

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Veröffentlicht in:Alberta journal of educational research 1999-07, Vol.45 (2), p.170-183
Hauptverfasser: Boudreau, Rhonda L, Wood, Eileen, Willoughby, Teena, Specht, Jacqueline
Format: Artikel
Sprache:eng
Schlagworte:
Achievement Gains
Canada
College Students
Education and psychology
Educational sciences
Elaborative Prompts
Experimental Groups
Familiarity
Foreign Countries
Higher Education
Identification
Instructional Materials
Learning
Learning Strategies
Memorization
Memory
Multiple Choice Tests
Prior Learning
Psychology and learning
Reading comprehension
Recall (Psychology)
Repetition
Scaffolding
Sentences
Study Skills
Teaching aids
Textbooks, teaching materials
Time
Unaided recall
Undergraduate Students
Verbal Stimuli
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Zusammenfassung:One hundred Canadian undergraduates read a lengthy expository text, used one of five study strategies for 50 minutes, and completed recall and multiple-choice tests. Students using self-study, repetition, or unsupported elaborative interrogation had difficulty recognizing the passage's main ideas. Elaborative interrogation's effectiveness was maximized when supported by preunderlined ideas and specific "why" questions. Contains 19 references. (Author/SV)
ISSN:0002-4805
1923-1857
DOI:10.55016/ojs/ajer.v45i2.54666