The Effect of Prior Knowledge on an Immediate and Delayed Associative Learning Task Following Elaborative Interrogation.

Willoughby, Teena; And Others

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Peer reviewed

ERIC Number: EJ460568

Record Type: Journal

Publication Date: 1993

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ISSN: ISSN-0361-476X

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The Effect of Prior Knowledge on an Immediate and Delayed Associative Learning Task Following Elaborative Interrogation.

Willoughby, Teena; And Others

Contemporary Educational Psychology, v18 n1 p36-46 Jan 1993

Studied prior knowledge as a mediator of effectiveness of the elaborative interrogation strategy for 50 male and 50 female undergraduates in a learning task. The elaborative interpretation group had significantly greater matching scores on an associative memory test for animal information than the control group only for familiar animals. (SLD)

Descriptors: Associative Learning, Control Groups, Experimental Groups, Familiarity, Higher Education, Knowledge Level, Learning Strategies, Memory, Prior Learning, Questioning Techniques, Scores, Undergraduate Students

Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers

Education Level: N/A

Audience: N/A

Language: English

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