Elaborative-Interrogation and Prior-Knowledge Effects on Learning of Facts.

Woloshyn, Vera E.; And Others

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Peer reviewed

ERIC Number: EJ443903

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

EISSN: N/A

Available Date: N/A

Elaborative-Interrogation and Prior-Knowledge Effects on Learning of Facts.

Woloshyn, Vera E.; And Others

Journal of Educational Psychology, v84 n1 p115-24 Mar 1992

The differences among elaborative-interrogation, reading-to-understand, and no-exposure control conditions with familiar domain material in contrast to unfamiliar domain material were studied for 50 Canadian and 50 west German undergraduates. Results provide evidence of effects of both elaborative interrogation and prior knowledge on learning. (SLD)

Descriptors: Comparative Analysis, Foreign Countries, Higher Education, Knowledge Level, Learning Processes, Prior Learning, Reading Comprehension, Undergraduate Students

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Canada; West Germany

Grant or Contract Numbers: N/A

Author Affiliations: N/A