ERIC Number: EJ340282
Record Type: Journal
Publication Date: 1985
Pages: N/A
Abstractor: N/A
ISBN: N/A
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EISSN: N/A
Available Date: N/A
Metacognition, Elaboration, and Knowledge Acquisition: Implications for Instructional Design.
Di Vesta, Francis J.; Finke, F. Michael
Educational Communication and Technology, v33 n4 p285-93 Win 1985
Two studies investigated robustness of the effect of precise elaborations on memory and relationship of these effects to metacognitions about learning. Sentences which were elaborated in different ways were read to subjects by experimenters to establish levels of meaningfulness and identify effects on performance. Comprehension and confidence ratings were examined. (Author/MBR)
Descriptors: Analysis of Variance, Comprehension, Confidence Testing, Epistemology, Instructional Design, Intermode Differences, Learning Strategies, Listening, Literature Reviews, Long Term Memory, Metacognition, Psychological Studies, Recall (Psychology), Research Methodology, Sentences, Undergraduate Students
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
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Author Affiliations: N/A
