Peer reviewedERIC Number: EJ590169
Record Type: Journal
Publication Date: 1999
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0002-4805
EISSN: N/A
Evaluating the Efficacy of Elaborative Strategies for Remembering Expository Text.
Boudreau, Rhonda L.; Wood, Eileen; Willoughby, Teena; Specht, Jacqueline
Alberta Journal of Educational Research, v45 n2 p170-83 Sum 1999
One hundred Canadian undergraduates read a lengthy expository text, used one of five study strategies for 50 minutes, and completed recall and multiple-choice tests. Students using self-study, repetition, or unsupported elaborative interrogation had difficulty recognizing the passage's main ideas. Elaborative interrogation's effectiveness was maximized when supported by preunderlined ideas and specific "why" questions. Contains 19 references. (Author/SV)
Descriptors: College Students, Foreign Countries, Higher Education, Learning Strategies, Memory, Study Skills
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
Grant or Contract Numbers: N/A
