1993
DOI: 10.1006/jecp.1993.1033
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Effectiveness of Elaboration Strategies for Grade School Children as a Function of Academic Achievement

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Cited by 18 publications
(13 citation statements)
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“…These factors include the age of the participants (Wood et al, 1990), prior knowledge (Woloshyn, Pressley, & Schneider, 1992), the level of academic performance of the subject, general knowledge, and verbal ability (Wood et al, 1993). The present study has also revealed that the age of the participants determines the effectiveness of self-corrected elaboration in incidental memory.…”
Section: Discussionsupporting
confidence: 54%
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“…These factors include the age of the participants (Wood et al, 1990), prior knowledge (Woloshyn, Pressley, & Schneider, 1992), the level of academic performance of the subject, general knowledge, and verbal ability (Wood et al, 1993). The present study has also revealed that the age of the participants determines the effectiveness of self-corrected elaboration in incidental memory.…”
Section: Discussionsupporting
confidence: 54%
“…However, previous studies (DeMarie -Dreblow, 1991;Muir-Broaddus, Rorer, Braden, & George, 1995) have suggested that knowledge was correlated with memory performance. Assessment of the quantity and the quality of knowledge restricted to a specific area is not so difficult, but the quantity and quality of general knowledge are difficult to assess except by using an intelligence test (Wood, Willoughby, Bolger, Younger, & Kaspar, 1993). In Japan, particularly in the Kansai area, a number of elementary schools refused to conduct an intelligence test, because of pressure in the curriculum and the ethical argument against it.…”
mentioning
confidence: 99%
“…However, research indicates that children and adults respond differently to the same type of content when they are asked to think about information compared with when they are told that information. Research has shown consistently that asking questions enhances learning among both adults (Pressley, et al, 1992;Willoughby, Wood, & Khan, 1994;Willoughby, Wood, McDermott, & McLaren, 2000;Zillmann & Cantor, 1973) and older children (Wood, Pressley, & Winne, 1990;Wood, Willoughby, Bolger, Younger, & Kaspar, 1993).…”
Section: Mediation Formmentioning
confidence: 98%
“…However, when students provided explanatory answers that contained inaccurate information, the probability of retention was low. Wood, Willoughby, Bolger, Younger, and Kasper (1992) related general world knowledge and academic achievement to performance when students were instructed to use elaboration interrogation. They found that academically successful students (both average and high achievers) were better able to use elaborative interrogation than low achievers.…”
Section: High Prior Knowledgementioning
confidence: 99%