Isolating variables that impact on or detract from the effectiveness of elaboration strategies.

Willoughby, Teena; Wood, Eileen; Khan, Mohammed Hasan

doi:10.1037/0022-0663.86.2.279

Cited by 45 publications

(49 citation statements)

References 58 publications

(57 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Elaborative interrogation did not affect performance on the coherence task by those with more background. This finding is contrary to those found by Willoughby et al (1994), in which elaborative interrogation enhanced fact learning for those with high background knowledge. One possible explanation is that knowledgeable students might already construct elaborations, showing less dependence on elaborative interrogation, when reading connected text with a more formal text structure.…”

Section: Specific Instructions: Elaborative Interrogationcontrasting

confidence: 86%

“…Examples of specific relevance instructions include reading to answer pre-reading questions or objectives (Duchastel & Brown, 1974;Duell, 1974;Frase & Kreitzberg, 1975;Gagne & Rothkopf, 1975;Kaplan, 1974;Kaplan & Rothkopf, 1974;McCrudden et al, 2005;Peeck, 1970;Reynolds, Trathen, Sawyer, & Shepard, 1993;Rothkopf & Billington, 1975a,b, 1979Rothkopf & Kaplan, 1972, 1978, use of inserted questions (Lapan & Reynolds, 1994;Lorch, Lorch, Gretter, & Horn, 1987a;Reynolds, 1992;Reynolds & Anderson, 1982;Reynolds, Standiford, & Anderson, 1979;Rickards & Di Vesta, 1974;Rothkopf & Billington, 1974;Shavelson, Berliner, Ravitch, & Loeding, 1974;Swenson & Kulhavy, 1974;van den Broek, Tzeng, Risden, Trabasso, & Basche, 2001), and answering explanatory "why" questions (van den Broek et al, 2001;Ozgungor & Guthrie, 2004;Seifert, 1993Seifert, , 1994Willoughby, Wood, Desmarais, Sims, & Kalra, 1997;Willoughby, Wood, & Khan, 1994). Pre-reading questions or objectives are examined prior to reading whereas inserted questions are interspersed throughout a text.…”

Section: Specific Relevance Instructionsmentioning

confidence: 99%

“…In Willoughby et al (1994), high and low knowledge college students read facts from a fantasy book series. The high knowledge students had read books in the series but did not have specific knowledge of the facts studied.…”

Section: Specific Instructions: Elaborative Interrogationmentioning

confidence: 99%

See 2 more Smart Citations

Relevance and Goal-Focusing in Text Processing

2006

View full text Add to dashboard Cite

This article reviews the role of relevance in text processing. It argues that relevance instructions provided by instructors and texts help readers identify text segments that are germane to a reading goal. A taxonomy of relevance instructions is presented and four basic types of relevance manipulations are considered (i.e., targeted segments, elaborative interrogation, perspective, and purpose). This article also describes a four-stage goal-focusing model to explain how relevance affects attention allocation and text understanding. Directions for future research and educational implications are also discussed.

show abstract

Section: Specific Instructions: Elaborative Interrogationcontrasting

confidence: 86%

Section: Specific Relevance Instructionsmentioning

confidence: 99%

See 1 more Smart Citation

Relevance and Goal-Focusing in Text Processing

2006

View full text Add to dashboard Cite

show abstract

“…The elaborative interrogation method is a higher order questioning strategy (e.g., relative to other kinds of typically used adjunct questions that require learners to only report facts from the text; see Pressley, Tanenbaum, McDaniel, & Wood, 1990) that requires learners to explain why phenomena described in the text occur (Willoughby, Wood, & Khan, 1994). In earlier work with this technique, students were asked to read a simple factual statement and to answer a why question afterward to clarify the relation between the subject and predicate (Pressley, McDaniel, Turnure, Wood, & Ahmad, 1987).…”

Section: Methodsmentioning

confidence: 99%

Learning with analogy and elaborative interrogation.

McDaniel¹,

Donnelly²

1996

Journal of Educational Psychology

View full text Add to dashboard Cite

Previous work has found that embedding analogy in a text improves accurate inferencing, but at the expense of factual learning of newly learned scientific concepts. This study explored the possibility of eliminating the decrease in factual learning by combining analogy with key-word highlighting, pictorial schematics, or elaborative interrogation. Schematics had no effect on either factual or inference learning. Combining key-word highlighting with analogy increased factual learning to levels comparable with those found in the literal-text conditions. Elaborative interrogation produced robust gains in both factual and inference learning, regardless of whether the technique was combined with analogy. These results represent an extension of the situations in which elaborative interrogation produces potent learning benefits and emphasizes its potential over alternative instructional methods.

show abstract

“…The elaborative interrogation effect has been extensively studied in a wide range of contexts such as learning factual statements shown in sentences (Wood et al 1990;Martin and Pressley 1991;Woloshyn et al 1992Woloshyn et al , 1994, factual statements embedded within paragraphs (Seifert 1993(Seifert , 1994Willoughby et al 1994), studying technically difficult texts (McDaniel and Donnelly 1996; Ozgungor and Coding scheme adapted from Hacker (1998) and van den Broek (2005, 2007) The design of technology-rich learning environments 1039 Guthrie 2004;Callender and McDaniel 2007), and studying lengthy texts in computerbased learning environments Sperling 2004, 2006). However, querying the occurrence of events at the origin of causal coherence breaks through elaborative interrogation has yet to be investigated.…”

Section: Second Assumption Underlying the Bottom-up Approachmentioning

confidence: 99%

The design of technology-rich learning environments as metacognitive tools in history education

2011

View full text Add to dashboard Cite

Research has shown that learners do not always engage in appropriate metacognitive and self-regulatory processes while learning complex historical topics. However, little research exists to guide the design of technology-rich learning environments as metacognitive tools in history education. In order to address this issue, we designed a metacognitive tool using a bottom-up approach. Thirty-two undergraduate students read an historical narrative text either with or without the benefit of the metacognitive tool. Results from process and product data suggest that learners using the metacognitive tool had better recall and that the tool helped them (a) notice that particular events in an historical narrative text are unexplained, and (b) generate hypothetical causes to explain the occurrence of such events. We discuss the implications of these findings for the development of the MetaHistoReasoning Tool, a technology-rich learning environment that assist learners in terms of regulating their learning while they accomplish authentic tasks of historical inquiry.

show abstract

Isolating variables that impact on or detract from the effectiveness of elaboration strategies.

Cited by 45 publications

References 58 publications

Relevance and Goal-Focusing in Text Processing

Relevance and Goal-Focusing in Text Processing

Learning with analogy and elaborative interrogation.

The design of technology-rich learning environments as metacognitive tools in history education

Contact Info

Product

Resources

About