Elaborative interrogation improved true/false test performance in an introductory biology course context¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Undergraduates who answered interspersed why-prompts while studying a human digestion text outperformed controls on a true/false test even after controlling for prior knowledge and verbal ability. → Dunlosky 2013

Evidence¶

Dunlosky 2013¶

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266

q2 · i? · causal · r?

Classroom-embedded experiment by B. L. Smith et al. (2010) described in the monograph's educational-contexts section: 21 prompts (roughly one per 150 words) were interspersed in a course text, followed by 105 true/false questions. The prompted group scored 76% versus 69%; no effect size is printed.

"Performance was better for the elaborative-interrogation group than for the control group (76% versus 69%), even after controlling for prior knowledge and verbal ability."

Discussion¶

Related Claims¶

• Elaborative Interrogation Improves Learning — a broader claim this one bears on
• Question prompts improve learning — related
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• Elaborative interrogation produced lower posttest accuracy than reading the lesson twice in a written lesson on posterior probability — related
• Elaborative interrogation produced greater pretest-to-posttest gains on items about common misbeliefs than reading control in Experiment 2 — related
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• Questioning-with-training produced higher posttest scores than read-reread study (Experiment 2) — related
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