Literaturnachweis - Detailanzeige
Autor/inn/en | Woloshyn, Vera E.; und weitere |
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Titel | Elaborative-Interrogation and Prior-Knowledge Effects on Learning of Facts. |
Quelle | In: Journal of Educational Psychology, 84 (1992) 1, S.115-24Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
Schlagwörter | Comparative Analysis; Foreign Countries; Higher Education; Knowledge Level; Learning Processes; Prior Learning; Reading Comprehension; Undergraduate Students; Canada; West Germany |
Abstract | The differences among elaborative-interrogation, reading-to-understand, and no-exposure control conditions with familiar domain material in contrast to unfamiliar domain material were studied for 50 Canadian and 50 west German undergraduates. Results provide evidence of effects of both elaborative interrogation and prior knowledge on learning. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |