The effectiveness of two variations of elaborative interrogation for group settings was investigated in an experiment in which 88 college students, aged 18 to 50 years, learned factual sentence information and responded, orally or in writing, to questions about the information. Subjects met in groups of eight to 12 members that were randomly assigned to one of two elaborative interrogation conditions, oral or written, or to a control condition. Stimulus materials were identical for all subjects across all three conditions. Each subject was provided with a booklet presenting six facts about nine different familiar animals with one fact on each page and presentation always in the same order. The interrogation strategy variations were compared to a challenging, ecologically valid control condition in which students were instructed to use whatever strategies they thought would work best for the sentence-learning task. Results indicate that the written and the oral variations of elaborative interrogation were equally effective and that both variations significantly enhanced the students' performance on an associative match task but not on a recall task. (Contains 15 references.) (Author/NAV)