Elaborative interrogation effects on children's learning of factual content.
Elaborative interrogation effects on children's learning of factual content.
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精心审问对儿童学习事实内容的影响。
DOI：
10.1037/0022-0663.82.4.741
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发表时间：
1990
影响因子：
4.9
通讯作者：
Philip H. Winne
中科院分区：
文献类型：
--
作者：
Eileen Wood;M. Pressley;Philip H. Winne
在两个实验中，4-8年级的儿童在不同的教学条件下学习事实。控制学生被给予包含事实的基本句子，并允许他们按照自己的意愿学习。在某些情况下，事实句伴随着阐述（例如，解释为什么一种动物生活在一个指定的地点）。在精心设计的讯问条件下，学生试图构建自己的理由，为什么事实成立。在图像条件下，学生为每个图像构建内部图像表示（例如，生活在所述场所的所述动物的图像）
In 2 experiments children in Grades 4-8 learned facts under different instructional conditions. Control Ss were given base sentences containing facts and were permitted to study them as they wished. In some conditions fact sentences were accompanied by elaborations (e.g., an explanation of why a stated animal lived in a stated locale). Ss in the elaborative interrogation conditions attempted to construct their own reasons for why the facts held true. Ss in the imagery conditions constructed internal imaginal representations for each (e.g., an image of a stated animal living in the stated locale)