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ERIC Number: EJ443903
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0022-0663
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)
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