For students without relevant prior knowledge, elaborating during the discussion led to lower recall than not elaborating¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? No elaboration without prior knowledge led to higher immediate recall (M = 38.40) than elaboration without prior knowledge (M = 27.39), p = .02, and the pattern repeated on the delayed posttest (p = .04). → Floris M. Van Blankenstein 2013
Evidence¶
Floris M. Van Blankenstein 2013¶
Floris M. Van Blankenstein, Diana H. J. M. Dolmans, Cees P. M. Van der Vleuten, Henk G. Schmidt. (2013). Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement. Instructional Science, 41, 729-744. https://doi.org/10.1007/s11251-012-9252-3
q3 · i? · causal · r2
Bonferroni-corrected pairwise comparison on the immediate posttest in the 2×2 experiment. The article also reports the delayed-posttest version of this contrast as significant (M = 22.40 vs. M = 14.61, p = .04). No standardized effect size is printed for the contrast.
"Pairwise comparisons also revealed that no elaboration without prior knowledge actually led to higher recall ( M = 38.40, SD = 11.48) than elaboration without prior knowledge ( M = 27.39, SD = 15.92), p = .02."
Discussion¶
Related Claims¶
- Elaboration during the problem-based discussion had no significant main effect on immediate or delayed recall — related
- Elaborating with relevant prior knowledge yielded significantly higher immediate recall than elaborating without relevant prior knowledge — related
- Elaboration during a problem-based discussion interacts with relevant prior knowledge on immediate text recall, with the interaction approaching significance at a medium effect size — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
elaboration-without-prior-knowledge-harms-recall |
title |
For students without relevant prior knowledge, elaborating during the discussion led to lower recall than not elaborating |
description |
For students without relevant prior knowledge, elaborating during the discussion led to lower recall than not elaborating |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — floris-m-van-blankenstein-2013 |
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