Elaborative interrogation benefits increase as learners' prior knowledge increases¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Students showed larger elaborative-interrogation effects in their high-knowledge domain than in their low-knowledge domain. → 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? · review · r2

Experimental study by Woloshyn, Pressley, and Schneider (1992) reported in the monograph: Canadian and German students answered why-questions about facts from a high-knowledge and a low-knowledge domain. The high-knowledge domain showed a 24% increase versus 12% in the low-knowledge domain; no standardized effect size is printed.

"students showed larger effects of elabora- tive interrogation in their high-knowledge domain (a 24% increase) than in their low-knowledge domain (a 12% increase)"

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — the general claim this finding bears on, with the studies behind it
• Elaborative Interrogation Improves Learning — a broader claim this one bears on
• Elaborative interrogation improved true/false test performance in an introductory biology course context — related
• Answers to elaborative interrogation questions were mostly poor in quality, and answer quality correlated positively with posttest scores — related