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Download full textClinton, Virginia; Alibali, Martha Wagner; Nathan, Mitchel J. – Grantee Submission, 2016
To learn from a text, students must make meaningful connections among related ideas in that text. This study examined the effectiveness of two methods of improving connections--elaborative interrogation and diagrams--in written lessons about posterior probability. Undergraduate students (N = 198) read a lesson in one of three questioning…
Descriptors: Probability, Instructional Effectiveness, Undergraduate Students, Questioning Techniques
