The role of elaboration within a text processing and text adjunct context

British Journal of Educational Psychology

Volumn 69, Issue 3, 1999, Pages 363-376

  Hamilton, Richard J ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033413384     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709999157770     Document Type: Article

References (15)

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3. Guynn, M., Einstein, G. & Hunt, R. (1992). Detecting the organisation of materials: Perceiving the forest despite the trees. Bulletin of Psychonomic Society, 30, 145-148.
4. Hamilton, R. (1989). The effects of learner-generated elaborations on concept learning from prose. Journal of Experimental Education, 57, 205-217.
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7. Iowa Silent Reading Tests (1973). New York: Harcourt, Brace Jovanovich.
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10. McDaniel, M., Einstein, G. & Lollis, T. (1988). Qualitative and quantitative considerations in encoding difficulty effects. Memory & Cognition, 16, 8-14.
11. McDaniel, M., Einstein, G., Dunay, P. & Cobb, R. (1986). Encoding difficulty and memory: Toward a unifying theory. Journal of Memory and Language, 25, 645-656.
12. Markle, S. (1981). The four contingencies in the world of operant conditioning. Unpublished manuscript.
13. Mayer, R. (1980). Elaboration techniques that increase the meaningfulness of technical text: An experimental test of the learning strategy hypothesis. Journal of Educational Psychology, 72, 770-784.
14. Reder, L. (1980). The role of elaboration in the comprehension and retention of prose: A critical review. Review of Educational Research, 50, 5-53.
15. Willoughby, T., Wood, E. & Khan, M. (1994). Isolating variables that impact on or detract from the effectiveness of elaboration strategies. Journal of Educational Psychology, 86, 279-289.