Literaturnachweis - Detailanzeige
Autor/inn/en | Pressley, Michael; und weitere |
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Titel | Elaborative Interrogation Facilitates Acquisition of Confusing Facts. |
Quelle | In: Journal of Educational Psychology, 80 (1988) 3, S.268-78Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Adult Learning; Associative Learning; Foreign Countries; Higher Education; Imagination; Learning Strategies; Questioning Techniques; Undergraduate Students; Canada |
Abstract | Elaborative interrogation was compared to the construction of imaginary representations to determine its efficacy in fact learning. Four experiments, involving a total of 260 undergraduate students, indicated that elaborative interrogation is equally as powerful a learning procedure as is imaginary representation and that both are useful during fact learning. (TJH) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |