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

Oleh:

Waller, Gary T. ; Wood, Eileen ; Willoughby, Teena ; MacKinnon, G.E.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 18 no. 01 (Jan. 1993), page 36-46.
Topik: KNOWLEDGE; elaborative interrogation; prior knowledge; associative learning; immediate; prior knowledge

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

Prior knowledge as a mediator of the effectiveness of the elaborative interrogation strategy was evaluated in this study. University students were given facts about animals and instructed either to answer "why" each fact would be true of the particularly animal being discussed (elaborative interrogation) or to read each fact aloud at a rate so that they could understand it (repetition control). Half of the animals were familiar to the students and the other half were unfamiliar. The elaborative interrogation group out performed the repetition control group on an associative memory test for the familiar animals only, both on an immediate posttest and on a 1 month delayed post-test. To facilitate memory of facts, the elaborative interrogation strategy requires general knowledge related to the to be learned content.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali