GPA, pretest score, and self-generated elaboration jointly predict intellectual skills but not procedural knowledge or attitudes¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The three-way interaction of pretest, cognitive elaboration strategy, and GPA significantly affected intellectual skills (F=2.45, p=0.05) but showed no significant joint impact on posttest, procedural knowledge, or attitudes. → Xiong 2014

Evidence¶

Xiong 2014¶

Xiong, Y., Zhou, H., & Ogilby, S. M. (2014). Experimental Investigation of the Effects of Cognitive Elaboration on Accounting Learning Outcomes. Journal of Education and Learning, 3(4). https://doi.org/10.5539/jel.v3n4p1

q2 · i? · causal · r1

Three-way ANOVA (Table 5) in the same experiment. The joint effect on posttest (F=1.22, p=0.38) and procedural knowledge (F=0.72, p=0.80) was also non-significant; only intellectual skills showed the significant interaction.

"Panel C shows that the co gnitive elaboration strategies, pretest, and GPAs are jointly and significantly affect the intellectual skills at the 5% significance level (F=2.45, p=0.05). Panel D shows that there is no joint effect of the cognitive elab oration strategies, pretest, and GPA on attitudes (F=0.57, p= 0.92)."

Discussion¶

Learner Variables¶

• Prior Knowledge — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Elaborative Encoding Improves Retention — the general claim this finding bears on, with the studies behind it
• Cognitive elaboration strategy significantly affects overall posttest performance, with self-generated elaboration highest — related
• Elaboration strategy does not significantly affect students' attitudes toward the learning method — related
• GPA predicts procedural knowledge and intellectual skills but not attitudes toward learning — related
• In one introductory accounting experiment, self-generated elaboration scored above instructor-assisted elaboration on procedural knowledge at the p = .05 boundary, and not significantly above a combined strategy — related
• In one accounting classroom experiment, self-generated elaboration scored marginally above instructor-assisted elaboration on intellectual skills (p = .06, omnibus test not significant) and no higher than a combined strategy — related
• Pretest performance and average math grade correlate with conceptual knowledge but not procedural knowledge posttest scores — related
• Knowledge-test scores correlated significantly with the self-assessed knowledge item at both pretest and posttest — related
• Engagement in data practices is associated with both cognitive and non-cognitive learning outcomes — related