NDLI: The effects of levels of elaboration on learners’ strategic processing of text

Content Provider	Springer Nature Link
Author	Dornisch, Michele Sperling, Rayne A. Zeruth, Jill A.
Copyright Year	2009
Abstract	In the current work, we examined learners’ comprehension when engaged with elaborative processing strategies. In Experiment 1, we randomly assigned students to one of five elaborative processing conditions and addressed differences in learners’ lower- and higher-order learning outcomes and ability to employ elaborative strategies. Findings indicated no significant differences among conditions on learning outcomes. However, learners better able to employ elaborative processing strategies performed better on outcome measures. Experiment 2 extended this research and addressed whether there would be differences across elaborative processing conditions in learners’ comprehension at delayed testing. We also examined the role of motivation in performance and strategy use. Findings indicated no differences on the outcome measures at delayed testing; however, there were significant differences in learners’ performance on an integration outcome at immediate testing. In addition, significant positive correlations were indicated for several outcome measures, strategy use and mastery orientation. Future research should further consider instructional scaffolds to promote learners’ strategic processing and critical individual difference variables as they effect elaborative processing.
Starting Page	1
Ending Page	26
Page Count	26
File Format	PDF
ISSN	00204277
Journal	Instructional Science
Volume Number	39
Issue Number	1
e-ISSN	15731952
Language	English
Publisher	Springer Netherlands
Publisher Date	2009-10-13
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Elaborative interrogation Learning strategies Elaboration Motivation Comprehension Pedagogic Psychology Educational Psychology Learning & Instruction
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

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