Elaborative-interrogation learning gains are durable, with performance maintained up to six months after study¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 1992 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? Experiment 2 included 75-day and 180-day recognition tests, and the authors report gains maintained up to 6 months. → Woloshyn 1992

Evidence¶

Woloshyn 1992¶

Woloshyn, Vera E.; Paivio, Allan; Pressley, Mike. (1992). Using Elaborative Interrogation To Help Students Overcome Their Inaccurate Science Beliefs. https://eric.ed.gov/?id=ED356949

q3 · i2 · causal · r2

Experiment 2 follow-up: students completed 75-day and 180-day recognition tests in addition to immediate and 14-day tests. The authors report "performance scores maintained up to 6 months following study" and characterize the gains as large relative to reading-control standard deviations.

"Elaborative-interrogation learning gains were durable, with performance scores maintained up to 6 months following study.In general, these learning gains were large (i.e., relative to the reading-control standard deviations; Hedges & Olkin, 1985)."

Discussion¶

Related Claims¶

• Elaborative Interrogation Improves Learning — the general claim this finding bears on, with the studies behind it
• Elaborative-interrogation students are less confident in their incorrect recognition selections than reading controls, who express great confidence in erroneous answers — related
• Elaborative interrogation instructions produce better recall and recognition of science facts than reading-for-understanding instructions — related