The Effect of Prior Knowledge on an Immediate and Delayed Associative Learning Task Following Elaborative Interrogation

Willoughby, Teena; Waller, T. Gary; Wood, Eileen; MacKinnon, Gregory

doi:10.1006/ceps.1993.1005

Cited by 38 publications

(62 citation statements)

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“…This is in line with findings from earlier experiments (Willoughby et al 1993;Woloshyn et al 1992), which showed elaboration to be more effective when students possessed more relevant prior knowledge about the subject. However, participants without relevant prior knowledge also attained higher recall scores when they did not elaborate than when they elaborated.…”

Section: Interpretation Of the Findingssupporting

confidence: 92%

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Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement

et al. 2012

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This study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 9 2 experimental design, 66 undergraduate students observed a video showing a smallgroup problem-based discussion about thunder and lightning. In the video, a teacher asked questions to the observing participants. Participants either elaborated by responding to these questions, or did not elaborate, but completed a distraction task after each question. They received either relevant or irrelevant prior knowledge before the discussion. After the discussion, all participants studied a text about thunder and lighting and completed immediate and delayed-recall tests for this text. Elaboration had no main effect on recall, but there was a significant interaction effect between relevant prior knowledge and elaboration. The results suggest that elaboration is helpful for students with more prior knowledge, but harmful for students with less prior knowledge.

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Section: Interpretation Of the Findingssupporting

confidence: 92%

“…Prior knowledge has also been shown to moderate the positive effect of elaboration on the learning of facts (Willoughby et al 1993;Woloshyn et al 1992). That is, students who elaborated on facts, by generating a reason why these facts were true, recalled more of these facts when they had more prior knowledge.…”

Section: Cognitive Elaboration In Pblmentioning

confidence: 99%

Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement

et al. 2012

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“…And most of its effects appear to be primarily ability-based in character. Knowledge has been shown to enhance recall (e.g., Cooke, Atlas, Lane, & Berger, 1993;Fiske, Lau, & Smith, 1990;McGraw & Pinney, 1990;Schneider, Gruber, Gold, & Opwis, 1993), improve comprehension (Eckhardt, Wood, & Jacobvitz, 1991;Engle, Nations, & Cantor, 1990), increase the speed of judgments (e.g., Fiske et al, 1990;Paull & Glencross, 1997), improve cue utilization in decision tasks (Paull & Glencross, 1997), enable appropriate inferences (Pearson, Hansen, & Gordon, 1979), facilitate the objective processing of attituderelevant information (Biek, Wood, & Chaiken, 1996) and the learning of new topic-relevant information (Hansen, 1984;Kyllonen, Tirre, & Christal, 1991;Willoughby, Waller, Wood, & MacKinnon, 1993), and 18 enable the generation of effective counterarguments to a persuasive appeal (Wood, 1982;Wood, Rhodes, & Biek, 1995). Thus, although knowledge seems to enable people to perform various relevant cognitive tasks more effectively, we see no reason to suppose that it should, in and of itself, motivate people to engage in any behavior.…”

Section: Hypothesesmentioning

confidence: 99%

Exploring the Latent Structure of Strength‐related Attitude Attributes

Visser¹,

Bizer²,

Krosnick³

2006

Advances in Experimental Social Psychology

153

172

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[or she] will do…They draw lines about, and segregate, an otherwise chaotic environment; they are our methods for finding our way about in an ambiguous universe." Gordon W. Allport, 1935, p. 806 It has been nearly 70 years since Gordon Allport famously declared the attitude "the most distinctive and indispensable concept in contemporary American social psychology" (Allport, 1935, p. 798). In the decades since this bold claim, a large literature has accumulated generally reinforcing the notion that attitudes often do, as Allport (1935) suggested, profoundly influence perception, cognition, and behavior. Equally clear from this literature, however, is that attitudes do not always do so. That is, although some attitudes exert a powerful impact on thinking and on behavior, others are largely inconsequential. Similarly, whereas some attitudes are tremendously durable, resisting change in the face of a persuasive appeal and remaining stable over long spans of time, others are highly malleable and fluctuate greatly over time.The term "attitude strength" is often used to capture this distinction, and researchers have identified roughly a dozen attributes of attitudes that are associated with their strength (see .These strength-related attitude attributes include attitude importance, knowledge, elaboration, certainty, ambivalence, accessibility, intensity, extremity, structural consistency, and others. A large literature now exists documenting the relations of these attitude attributes with the four defining features of strong attitudes (i.e., resistance to change, stability over time, and a powerful impact on thought and on behavior; . For example, attitudes to which people attach more personal importance are better predictors of behavior (e.g., Budd, 1986;Parker, Perry, & Gillespie, 1974;Rokeach & Kliejunas, 1972), more resistant to change (Fine, 1957;Gorn, 1975;Zuwerink & Devine, 1996), and more powerfully influence liking of other people (Byrne, London, & Griffitt, 1968;Clore & Baldridge, 1968;Granberg & Holmberg, 1986;Krosnick, 1988b;McGraw, Lodge, & Stroh, 1990), inferences about others' personality traits (Judd & Johnson, 1981), and many other cognitive processes. Similar sorts of relations have been documented between other strength-2 related attitude attributes and the four defining features of strong attitudes (for a review, see . But considerably less is known about the relations among the strength-related attitude attributes themselves. In fact, a controversy has emerged in the attitude literature in recent years regarding the underlying structure of these attributes.In this chapter, we review this controversy and the empirical evidence and conceptual assumptions that have fueled it. We then draw on a diverse set of recent studies to shed new light on the conceptual and practical utility of the competing perspectives. Finally, we consider the implications of our findings for the conceptualization of attitude strength and for the methods by which it is studied. We begin below by defining each strength-rela...

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“…Elaborations can be ''any information that supports, clarifies, or further specifies the main points of (Reder et al 1986, p. 64). Generating elaborations prompts retrieval of appropriate prior knowledge (e.g., Pressley et al 1988;Willoughby et al 1993;Woloshyn et al 1992Woloshyn et al , 1994 by providing ''multiple retrieval routes to the essential information'' (Reder et al 1986, p. 64). EI links prior knowledge and to-be-learned information.…”

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confidence: 99%

A comparison of the effects of students’ expository text comprehension strategies

2009

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This experimental study examined students' comprehension of challenging, ecologically valid, history text. We examined the benefits of the elaborative interrogation (EI) comprehension strategy and the main idea (MI) strategy when compared to an independent study (IS) control. This work extended previous research and explored the ecological validity, generalizability, and utility of EI as an effective comprehension strategy. Dependent measures included a matching test, text-explicit recognition items, text-implicit recognition items, and a situational interest measure. Demographic data were collected for descriptive purposes and prior domain knowledge was used as a control variable. Findings indicated few differences between the MI and EI comprehension strategies in learning outcomes. Additional results, however, suggested potential for the EI strategy to increase interest when students have prior knowledge of the text topic. Keywords Comprehension strategies Á Elaborative interrogation Á Main idea Á Text comprehension Á Situational interestStudents in secondary social studies classes and college level general education courses are required to read lengthy, expository texts about the history of civilizations and countries, people and places, eras and events. From this reading they are expected to understand chronology, infer meaning, draw comparisons, analyze cause and effect, evaluate past decisions, and thoughtfully consider future implications. Despite current moves toward social studies curriculum reform (e.g.

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The Effect of Prior Knowledge on an Immediate and Delayed Associative Learning Task Following Elaborative Interrogation

Cited by 38 publications

References 0 publications

Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement

Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement

Exploring the Latent Structure of Strength‐related Attitude Attributes

A comparison of the effects of students’ expository text comprehension strategies

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