Generating a good question for a topic strongly predicts answering the matching test item correctly¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 1978 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The probability of answering a posttest item correctly after generating a good text-based question was .78 in Experiment 1, versus .39 after a less than adequate question. → Marli E.D.A. Andre and Thomas H. Anderson 1978

Evidence¶

Marli E.D.A. Andre and Thomas H. Anderson 1978¶

Marli E.D.A. Andre and Thomas H. Anderson. (1978). The Development and Evaluation of a Self-Questioning Study Technique. Center for the Study of Reading Technical Report No. 87. https://eric.ed.gov/?q=The+Development+and+Evaluation+of+a+Self-Questioning+Study+Technique

q3 · i? · causal · r2

Conditional probability analyses in Experiment 1 over all student-generated questions and matching main-idea test items. In Experiment 2 the probability was .80 for both trained and untrained groups, versus .56 and .58 with less than adequate questions.

"It was found that the probability of answering a posttest item correctly, after having generated a good text-based question, was .78. The probability of answering a posttest item correctly when a less than adequate question had been generated was .39."

Discussion¶

Related Claims¶

• Answers to elaborative interrogation questions were mostly poor in quality, and answer quality correlated positively with posttest scores — related
• The quality of elaborative-interrogation answers had little effect on retention; even failed or inadequate why-answers facilitated learning relative to reading — related
• Elaborative Interrogation Improves Learning — related
• Elaborative interrogation produced greater pretest-to-posttest gains on items about common misbeliefs than reading control in Experiment 2 — related
• Elaborative interrogation improved true/false test performance in an introductory biology course context — related
• Elaborative interrogation produced lower posttest accuracy than reading the lesson twice in a written lesson on posterior probability — related
• Children judge correctly at a high rate on two-alternative concrete judgment items even in the youngest age groups — related