Self-explanation improves abstract transfer of logical rules relative to no self-explanation¶

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? In the seminal self-explanation study, both concurrent and retrospective self-explanation groups outperformed the control group on an abstract transfer test. → 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?

Berry's (1983) experiment, described in the monograph's general-description section for self-explanation: groups self-explained concurrently, retrospectively, or not at all while solving concrete Wason-type problems, then took an abstract transfer test. Both prompted groups beat the control; a second control told the logical connection fared no better (28%).

"when the logical rules were instantiated in a set of abstract problems presented during a subsequent transfer test, the two self-explanation groups substantially outperformed the control group"

Discussion¶

Related Claims¶

• Prompting learners to self-explain improves understanding and problem solving on immediate tests by a moderate average amount, with little evidence yet on delayed or classroom gains. — a broader claim this one bears on
• Elaborative Interrogation Improves Learning — related