Enhancing Adolescents' Recall of Factual Content: The Impact of Provided versus Self-Generated Elaborations.

Wood, Eileen; And Others

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Peer reviewed

ERIC Number: EJ484081

Record Type: Journal

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0002-4805

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Enhancing Adolescents' Recall of Factual Content: The Impact of Provided versus Self-Generated Elaborations.

Wood, Eileen; And Others

Alberta Journal of Educational Research, v40 n1 p57-65 Mar 1994

One of 4 strategies for learning animal facts was taught to each of 120 high school students. Students demonstrated greater learning when instructed to use elaborative interrogation (a questioning strategy using "why" questions) relative to repetition of experimenter-provided elaborations of facts or nonelaborated facts. (KS)

Descriptors: Adolescents, Cognitive Processes, Foreign Countries, High School Students, High Schools, Learning Strategies, Memory, Questioning Techniques, Recall (Psychology)

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Canada

Grant or Contract Numbers: N/A

Author Affiliations: N/A