Elaborative Interrogation Strategy

This page began as a bibliography, and this paragraph may be replaced over time by a Synopsis of the topic.

ADANI, Anthony, ESKAY, Michael and ONU, Victoria, 2012. Effect of Self-Instruction Strategy on the Achievement in Algebra of Students with Learning Difficulty in Mathematics. Online Submission. Online. 2012. Available from: https://eric.ed.gov/?id=ED539351 [Accessed 2 February 2024]. ALVERMANN, Donna, FITZGERALD, Jill and SIMPSON, Michele, [no date]. Kindergarten through Grade Five Studies. . Online. Available from: https://www.researchgate.net/profile/Donna-Alvermann/publication/280556538_Research_in_teaching_and_learning_in_reading/links/55bfc06b08aed621de13a051/Research-in-teaching-and-learning-in-reading [Accessed 2 February 2024]. ARNOLD, Timothy, FULLER, Helen J. A., GILMAN, Stuart C. and GUNNAR, William P., 2021. How Might We Think About Safety? Inviting Deeper Reasoning Through Elaborative Inquiry. In: KALRA, Jay, LIGHTNER, Nancy J. and TAIAR, Redha (eds.), Advances in Human Factors and Ergonomics in Healthcare and Medical Devices. Online. Cham: Springer International Publishing. p. 58–64. Lecture Notes in Networks and Systems. ISBN 978-3-030-80743-6. [Accessed 2 February 2024]. BOLGER, ANNE, YOUNGER, JODI and KASPAR, VIOLET, 1993. Effectiveness of Elaboration Strategies for Grade School. . Online. 1993. Available from: https://www.brockadolescentdevelopmentlab.com/uploads/1/1/2/6/112616517/wood_et_al._1993_-_effectiveness_of_elaboration_strategies_for_grade_school_children_as_a_function_of_academic_achievement.pdf [Accessed 2 February 2024]. BOUDREAU, Rhonda L., WOOD, Eileen, WILLOUGHBY, Teena and SPECHT, Jacqueline, 1999. Evaluating the efficacy of elaborative strategies for remembering expository text. Alberta Journal of Educational Research. Online. 1999. Vol. 45, no. 2. Available from: http://cdm.ucalgary.ca/index.php/ajer/article/view/54666 [Accessed 2 February 2024]. BOUDREAU, Rhonda Leah, 1998. Evaluating elaborative interrogation’s efficacy with expository text. . Online. 1998. Available from: https://scholars.wlu.ca/etd/664/ [Accessed 2 February 2024]. BROWN, Heather M., 2009. The effects of elaborative interrogation and summarization on student comprehension, retention, and satisfaction in online, self-paced instruction. Online. Old Dominion University. Available from: https://search.proquest.com/openview/add492eab04337142e7c02e9ccd790ec/1?pq-origsite=gscholar&cbl=18750 [Accessed 2 February 2024]. CAIN, Stephen Daniel, 2004. Using comprehension strategies with authentic text in a college chemistry course. Online. University of Maryland, College Park. Available from: https://search.proquest.com/openview/94ee26cb762b16322897b86c10b5d738/1?pq-origsite=gscholar&cbl=18750&diss=y [Accessed 2 February 2024]. DEBORAH, Ayodele Olufunmilayo, [no date]. Lecturer II, Chemical Sciences, Oduduwa University Ipetumodu, Osun State, Nigeria. . Online. Available from: https://www.researchgate.net/profile/Olufunmilayo-Ayodele-2/publication/271825448_Effects_Of_Interactive-_Engagement_And_Analogy-Enhanced_Instructional_Strategies_On_Self-Efficacy_Of_Senior_Secondary_School_Chemistry_Students/links/54d21ee90cf28370d0e1bcb9/Effects-Of-Interactive-Engagement-And-Analogy-Enhanced-Instructional-Strategies-On-Self-Efficacy-Of-Senior-Secondary-School-Chemistry-Students.pdf [Accessed 2 February 2024]. DEMBO, Myron H. and JUNGE, Linda Gubler, 2005. Learning strategies. What works in distance learning: guidelines. 2005. P. 25–40. DORNISCH, Michele M., [no date]. Effects of various technology-enhanced instructional supplements in learning measurement and basic statistics. . DORNISCH, Michele M. and SPERLING, Rayne A., 2004. Elaborative questions in web-based text materials. International Journal of Instructional Media. 2004. Vol. 31, no. 1, p. 49. DORNISCH, Michele M. and SPERLING, Rayne A., 2008. Elaborative interrogation and adjuncts to technology-enhanced text: An examination of ecological validity. International Journal of Instructional Media. 2008. Vol. 35, no. 3, p. 317–329. DORNISCH, Michele Marie, 2002. Effects of text-supplied elaborative interrogation on reader’s performance on retention and transfer tasks. Online. The Pennsylvania State University. Available from: https://search.proquest.com/openview/e18a94fe823f130f6162138b3f82a40d/1?pq-origsite=gscholar&cbl=18750&diss=y [Accessed 2 February 2024]. DORNISCH, Michele, SPERLING, Rayne A. and ZERUTH, Jill A., 2011. The effects of levels of elaboration on learners’ strategic processing of text. Instructional Science. January 2011. Vol. 39, no. 1, p. 1–26. DOI 10.1007/s11251-009-9111-z. EMS-WILSON, Janice, 1999. Using elaborative interrogation to induce characteristics of polar and nonpolar solvents from animations of their molecular structures. Online. University of Northern Colorado. Available from: https://search.proquest.com/openview/95241b86f240937a7cfbaae3e1b9cd17/1?pq-origsite=gscholar&cbl=18750&diss=y [Accessed 2 February 2024]. EZE, U. N., 2003. Effect of Elaborative Interrogation, Strategy on Schooling Adolescents Perceived Self-efficacy and achievement in selected science concepts. The Educational Psychologists. 2003. Vol. 1, no. 1, p. 62–74. FAROOQ, Omer, 2019. The Effect of Elaborative Interrogation on the Synthesis of Ideas from Multiple Sources of Information. Open Information Science. 1 January 2019. Vol. 3, no. 1, p. 76–87. DOI 10.1515/opis-2019-0006. Abstract The new Framework for Information Literacy for Higher Education (ACRL, 2016) highlights the ability to synthesize ideas from multiple sources of information as one of the key knowledge practices. There is little generalizable empirical research based on cognitive science principles to guide information literacy instruction practice. The present study examined the effectiveness of elaborative interrogation instructional strategy on integration and transformation of ideas from multiple sources of information. 86 participants took part in the study via Amazon Mechanical Turk platform. The experiment involved reading five texts on the topic of climate change and responding to embedded elaborative interrogation prompts (treatment groups only), and writing a synthesis paragraph on the topic. Two one-way ANCOVAs were employed to test the hypotheses which indicated that elaborative interrogation prompts did not significantly improve performance on transformation and integration measures. This study contributes to the growing body of literature addressing information literacy instruction based on the new Framework and provides a promising long-term cross-disciplinary research partnership in terms of linking evidencebased guidance for instruction based on cognitive science principles to information literacy knowledge practices in the new Framework. FAROOQ, Omer and MAHER, Monica, 2021. Synthesis and generativity: Elaborative interrogation prompts for graduate information literacy instruction. The Journal of Academic Librarianship. 2021. Vol. 47, no. 5, p. 102398. GEE, Eric Jerald, 1997. The interactive and combined effects of domain-specific knowledge and strategic knowledge on reading comprehension. Online. Utah State University. Available from: https://search.proquest.com/openview/efe0ba231eb8a2c88bca574c84b8b4fe/1?pq-origsite=gscholar&cbl=18750&diss=y [Accessed 2 February 2024]. GERSTEN, Russell, WILLIAMS, Joanna P., FUCHS, Lynn, BAKER, Scott, KOPPENHAVER, David, SPADORCIA, Stephanie and HARRISON, Melody, 1998. Improving Reading Comprehension for Children with Disabilities: A Review of Research. Final Report. . Online. 1998. Available from: https://eric.ed.gov/?id=ED451650 [Accessed 2 February 2024]. GHENT, Cynthia Anne, 2008. Effectiveness of false correction strategy on science reading comprehension. Online. University of Maryland, College Park. Available from: https://search.proquest.com/openview/faad88373e0eb5eab85fc6209f3b32fc/1?pq-origsite=gscholar&cbl=18750 [Accessed 2 February 2024]. GRAVES, John Aaron, 1995. Student learning in college: A study of faculty views. Online. Indiana University. Available from: https://search.proquest.com/openview/a91bc58b53e02189dbff7e6d231c3d90/1?pq-origsite=gscholar&cbl=18750&diss=y [Accessed 2 February 2024]. GREENE, Catherine A., 1998. Comparison of learning disability subtypes on independent and concurrent measures of metamemory. . Online. 1998. Available from: https://scholar.uwindsor.ca/etd/1491/ [Accessed 2 February 2024]. GREENE, Catherine, SYMONS, Sonya and RICHARDS, Cathy, 1996. Elaborative interrogation effects for children with learning disabilities: Isolated facts versus connected prose. Contemporary Educational Psychology. 1996. Vol. 21, no. 1, p. 19–42. GRIEB, Lori Sue, 2000. Teacher beliefs and practices of comprehension monitoring in fifth grade classes of professional development schools and traditional schools. Online. University of South Florida. Available from: https://search.proquest.com/openview/8cfb4477250e27b385e2f73438d2c870/1?pq-origsite=gscholar&cbl=18750&diss=y [Accessed 2 February 2024]. HANSON‐TAFEL, Jane and DRETZKE, Beverly J., 1996. EFFECTS OF WRITTEN AND ORAL VARIATIONS OF ELABORATIVE INTERROGATION IN GROUP SETTINGS. Reading Psychology. October 1996. Vol. 17, no. 4, p. 333–356. DOI 10.1080/0270271960170403. HANSON-TAFEL, Jane and DRETZKE, Beverly J., 1996. Elaborative Interrogation in Group Settings. . Online. 1996. Available from: https://eric.ed.gov/?id=ED394459 [Accessed 2 February 2024]. HILL, Lee Ann, 1999. The implementation of learning strategies in the design of an on-line medical course supplement. Online. West Virginia University. Available from: https://search.proquest.com/openview/f2e3fdbbdb6ef008c6947f934882564e/1?pq-origsite=gscholar&cbl=18750&diss=y [Accessed 2 February 2024]. HODGES, Linda C., 2023. Teaching undergraduate science: A guide to overcoming obstacles to student learning. Online. Taylor & Francis. Available from: https://books.google.com/books?hl=de&lr=&id=-g7JEAAAQBAJ&oi=fnd&pg=PA1976&dq=%22elaborative+interrogation+strategy%22&ots=gQKg20HIsK&sig=ZnxZRGVcwlevi4jrqELInl0g-f0 [Accessed 2 February 2024]. IDLE, Tracey Diane, 1993. An examination of the effectiveness of elaborative interrogation for adult learners as a function of study context. . Online. 1993. Available from: https://scholars.wlu.ca/etd/622/ [Accessed 2 February 2024]. INGRAM, Constance Garrett, 2000. Using the computer to foster content-focused and comprehension-monitoring self-questioning strategies. Online. The Pennsylvania State University. Available from: https://search.proquest.com/openview/2657db233bcea3cdbe72efdef660b37d/1?pq-origsite=gscholar&cbl=18750&diss=y [Accessed 2 February 2024]. INTERROGATION, Elaborative, 1993. The Effect of Prior Knowledge on an Immediate and Delayed Associative Learning Task Following. CONTEMPORARY EDUCATIONAL PSYCHOLOGY. 1993. Vol. 18, p. 36–46. JITENDRA, Asha K. and GAJRIA, Meenakshi, 2011. Reading comprehension instruction for students with learning disabilities. Focus on Exceptional children. 2011. Vol. 43, no. 8, p. 1–16. KAHL, Barbara L., 1989. Cooperative learning and elaborative interrogation: effects on children’s learning. . Online. 1989. Available from: http://dr.library.brocku.ca/handle/10464/1814 [Accessed 2 February 2024]. KASPAR, Violet, 1992. Elaboration strategies and individual differences in academic achievement among adolescent learners. . Online. 1992. Available from: https://scholars.wlu.ca/etd/613/ [Accessed 2 February 2024]. LEE, Pai-Lin, 2004. Effects of notetaking instruction on 3 rd grade student’s science learning and notetaking behavior. Online. Texas Tech University. Available from: https://search.proquest.com/openview/ac6897367c48cac287d292166234f1b3/1?pq-origsite=gscholar&cbl=18750&diss=y [Accessed 2 February 2024]. LIEN, Stephanie Elaine, 1997. Use of elaboration and visual strategies for the facilitation of memory. Online. California State University, Fullerton. Available from: https://search.proquest.com/openview/9c640c79f6af7a7424e03d1361b15805/1?pq-origsite=gscholar&cbl=18750&diss=y [Accessed 2 February 2024]. MASTROPIERI, Margo A. and SCRUGGS, Thomas E., 1996. Reflections on “Promoting Thinking Skills of Students With Learning Disabilities: Effects on Recall and Comprehension of Expository Prose.” Exceptionality. March 1996. Vol. 6, no. 1, p. 53–57. DOI 10.1207/s15327035ex0601_4. MASTROPIERI, Margo A., SCRUGGS, Thomas E., HAMILTON, Sheri L., WOLFE, Sarah, WHEDON, Craig and CANEVARO, Ana, 1996. Promoting Thinking Skills of Students With Learning Disabilities: Effects on Recall and Comprehension of Expository Prose. Exceptionality. March 1996. Vol. 6, no. 1, p. 1–11. DOI 10.1207/s15327035ex0601_1. MBIA, Bawan Ambrose and NSUNGO, Udo Ndem, 2019. Effect of innovative teaching methods in physics on the academic performance of secondary school students in Akamkpa local government area. British Journal of Education, Learning and Development Psychology. 2019. Vol. 2, no. 1, p. 89–99. MCBRIDE-BYRNE, Jean, 2002. Effect of prior knowledge, read and retell, and drawing/read and retell on fourth-grade students’ reading comprehension. Online. Fordham University. Available from: https://search.proquest.com/openview/937fc49e63c301523f682b5b3b6d0de4/1?pq-origsite=gscholar&cbl=18750&diss=y [Accessed 2 February 2024]. MCKAY, Elspeth, 1999. Exploring the Effect of Graphical Metaphors on the Performance of Learning Computer Programming Concepts in Adult Learners: a pilot study. Educational Psychology. December 1999. Vol. 19, no. 4, p. 471–487. DOI 10.1080/0144341990190407. MCPHERSON, Fiona, 2010. Perfect Memory Training. Online. Random House. Available from: https://books.google.com/books?hl=de&lr=&id=9q5-jZRfPTAC&oi=fnd&pg=PT1&dq=%22elaborative+interrogation+strategy%22&ots=UVJdUPsTj0&sig=i_E3qT76DkQa917vEW85iMZ-Xds [Accessed 2 February 2024]. MILLER, Kevin M., 2005. Use of an integrated visual mnemonic for recall of related information. Online. University of Virginia. Available from: https://search.proquest.com/openview/68790b116720bd5d2e7b14b074ef3b3e/1?pq-origsite=gscholar&cbl=18750&diss=y [Accessed 2 February 2024]. MULCAHY-ERNT, Patricia I. and CAVERLY, David C., 2018. Strategic study-reading. In: Handbook of college reading and study strategy research. Online. Routledge. p. 191–214. Available from: https://www.taylorfrancis.com/chapters/edit/10.4324/9781315629810-15/strategic-study-reading-patricia-mulcahy-ernt-david-caverly [Accessed 2 February 2024]. NBINA, Jacobson and VIKO, B., 2010. Effect of instruction in metacognitive self-assessment strategy on chemistry self-efficacy and achievement of senior secondary school students in Rivers State, Nigeria. Academic Leadership: The Online Journal. 2010. Vol. 8, no. 4, p. 19. NERGİZ, Dilber and TAŞ, Mükerrem AKBULUT, 2021. Zarf Kavramının Öğretiminde Örnek Ayrıntılama Stratejisinin Kavram Öğrenmeye, Kalıcılığa ve Transfere Etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi. 2021. Vol. 17, no. 2, p. 232–252. O’REILLY, Tenaha and SABATINI, John, 2016. Using Advances in Cognitive Science to Improve Students Study Skills and Reading Comprehension. In: SCHIFF, Rachel and JOSHI, R. Malatesha (eds.), Interventions in Learning Disabilities. Online. Cham: Springer International Publishing. p. 139–158. Literacy Studies. ISBN 978-3-319-31234-7. [Accessed 2 February 2024]. O’REILLY, Tenaha, SYMONS, Sonya and MACLATCHY-GAUDET, Heather, 1998. A comparison of self-explanation and elaborative interrogation. Contemporary Educational Psychology. 1998. Vol. 23, no. 4, p. 434–445. OZGUNGOR, Sevgi and GUTHRIE, John T., 2004. Interactions among elaborative interrogation, knowledge, and interest in the process of constructing knowledge from text. Journal of Educational Psychology. 2004. Vol. 96, no. 3, p. 437. PEASE, Rebecca Simpson, 2012. Using elaborative interrogation enhanced worked examples to improve chemistry problem solving. Online. University of Maryland, College Park. Available from: https://search.proquest.com/openview/91c56672baa00e97ddab2683dc7d2515/1?pq-origsite=gscholar&cbl=18750 [Accessed 2 February 2024]. POULTON, Ann Marie, 2007. Learning to Teach Reading: A Comparison of Regular & Special Education Preservice Programs. Online. PhD Thesis. Bowling Green State University. Available from: https://rave.ohiolink.edu/etdc/view?acc_num=bgsu1171326438 [Accessed 2 February 2024]. PRESSLEY, M. and VAN METER, P., 1994. What is memory development the development of. Theoretical aspects of memory. 1994. P. 79–129. PRESSLEY, Michael and EL-DINARY, Pamela Beard, 1992. Memory Strategy Instruction that Promotes Good Information Processing. In: HERRMANN, Douglas J., WEINGARTNER, Herbert, SEARLEMAN, Alan and MCEVOY, Cathy (eds.), Memory Improvement. Online. New York, NY: Springer New York. p. 79–100. ISBN 978-1-4612-7656-2. [Accessed 2 February 2024]. PRESSLEY, Michael, WOOD, Eileen and WOLOSHYN, Vera, 1990. Elaborative Interrogation and Facilitation of Fact Learning: Why Having a Knowledge Base Is One Thing and Using It Is Quite Another. In: SCHNEIDER, Wolfgang and WEINERT, Franz E. (eds.), Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance. Online. New York, NY: Springer New York. p. 200–221. ISBN 978-1-4612-7942-6. [Accessed 2 February 2024]. RAMSAY, Crystal M., 2007. Effectiveness of an Elaborative Interrogation Strategy on Expository History Text. PhD Thesis. Pennsylvania State University. SCHNEIDER, Wolfgang, 1992. Elaborative-Interrogation and Prior-Knowledge Effects on Learning of Facts. Journal of Educational Psychology. 1992. Vol. 84, no. 1, p. 1–15. SCHNEIDER, Wolfgang, 2015. Effects of the Knowledge Base on Memory Development. In: SCHNEIDER, Wolfgang, Memory Development from Early Childhood Through Emerging Adulthood. Online. Cham: Springer International Publishing. p. 231–253. ISBN 978-3-319-09610-0. [Accessed 2 February 2024]. SEIFERT, Timothy L., 1993. Effects of elaborative interrogation with prose passages. Journal of Educational Psychology. 1993. Vol. 85, no. 4, p. 642. SHRIKANTH, Sushmita, 2018. Wait, But Why? Increasing Coherence and Detail of Future Events Through Elaboration. Online. PhD Thesis. University of Illinois at Chicago. Available from: https://indigo.uic.edu/ndownloader/files/19445789/preview [Accessed 2 February 2024]. SIMPSON, Michele L., OLEJNIK, Stephen, TAM, Alice Yu-Wen and SUPATTATHUM, Suchada, 1994. Elaborative verbal rehearsals and college students’ cognitive performance. Journal of Educational Psychology. 1994. Vol. 86, no. 2, p. 267. STERN, Kyle N., 2014. Instructional strategies for non-traditional text.. Online. PhD Thesis. Available from: https://dspace.sunyconnect.suny.edu/bitstream/handle/1951/64551/Kyle_Stern_Masters_Project_May2014.pdf?sequence=1 [Accessed 2 February 2024]. SYMONS, Sonya and GREENE, Catherine, 1993. Elaborative interrogation and children’s learning of unfamiliar facts. Applied Cognitive Psychology. June 1993. Vol. 7, no. 3, p. 219–228. DOI 10.1002/acp.2350070306. Abstract In two experiments, Canadian children in grades 6 and 7 processed facts about Canada and the U. S. under instructions to: (a) explain why the facts were true (elaborative interrogation); (b) read the facts with elaborations provided (provided elaborations); or (c) read the facts to remember (reading control). In Experiment 1, recall of Canadian facts was higher in the elaborative‐interrogation condition than in the elaboration‐provided condition. In Experiment 2 (Canadian and US facts), there were no significant differences in recall. Although only one comparison reached statistical significance, recall was descriptively greatest in the elaborative‐interrogation condition in both experiments with both Canadian and US facts. Across both experiments the average effect size of elaborative interrogation was 0.40 SD compared to the reading‐control and 0.56 SD compared to the elaboration‐provided condition. The quality of children’s explanation in the elaborative‐interrogation condition was related to probability of recall. Inclusion of prior knowledge in the children’s explanations was a better predictor of recall than was the adequacy of explanations. TEDJAATMADJA, Herwindy Maria and RENANDYA, Willy, 2012. When Simple is Beautiful: The Hook Book Look Took Lesson Structure. Online. PhD Thesis. Petra Christian University. Available from: https://repository.petra.ac.id/16418/ [Accessed 2 February 2024]. UMOETUK, Love Akanimo, 2017. Effects of Analogy, Advance Organiser and Elaborative Interrogation on Achievement and Attitude to Chemistry Among Students in Abia State, Nigeria. Online. PhD Thesis. University of Lagos (Nigeria). Available from: https://search.proquest.com/openview/0697e2db4a38556762aacf3fd905d54e/1?pq-origsite=gscholar&cbl=2026366&diss=y [Accessed 2 February 2024]. USIFOH, Anthony Chukwuemeka, [no date]. Effect of Improvised Instructional Materials on Senior Secondary Students’ Academic Achievement in Mathematics in Oshimili South Local Government Area Ikwuka, OI (Ph. D) &. . Online. Available from: https://www.researchgate.net/profile/Obiageli-Ikwuka/publication/327606807_Effect_of_Improvised_Instructional_Materials_on_Senior_Secondary_Students'_Academic_Achievement_in_Mathematics_in_Oshimili_South_Local_Government_Area/links/5b998e42458515310583e68e/Effect-of-Improvised-Instructional-Materials-on-Senior-Secondary-Students-Academic-Achievement-in-Mathematics-in-Oshimili-South-Local-Government-Area.pdf [Accessed 2 February 2024]. WILLOUGHBY, Teena, 1992. The effect of prior knowledge and prose structure on immediate and delayed recall following training in elaboration. . Online. 1992. Available from: https://elibrary.ru/item.asp?id=5826475 [Accessed 2 February 2024]. WILLOUGHBY, Teena, MOTZ, Mary and WOOD, Eileen, 1997. The Impact of Interest and Strategy Use on Memory Performance for Child, Adolescent, and Adult Learners. Alberta journal of educational research. 1997. Vol. 43, p. 127–41. WILLOUGHBY, Teena, WALLER, T. Gary, WOOD, Eileen and MACKINNON, G. E., 1993. The effect of prior knowledge on an immediate and delayed associative learning task following elaborative interrogation. Contemporary Educational Psychology. 1993. Vol. 18, no. 1, p. 36–46. WILLOUGHBY, Teena and WOOD, Eileen, 1994. Elaborative interrogation examined at encoding and retrieval. Learning and Instruction. 1994. Vol. 4, no. 2, p. 139–149. WILLOUGHBY, Teena, WOOD, Eileen, DESMARAIS, Serge, SIMS, Suzanne and KALRA, Michelle, 1997. Mechanisms that facilitate the effectiveness of elaboration strategies. Journal of Educational Psychology. 1997. Vol. 89, no. 4, p. 682. WILLOUGHBY, Teena, WOOD, Eileen and KHAN, Mustaq, 1994. Isolating variables that impact on or detract from the effectiveness of elaboration strategies. Journal of Educational Psychology. 1994. Vol. 86, no. 2, p. 279. WILLOUGHBY, Teena, WOOD, Eileen and KRAFTCHECK, Erin R., 2003. When can a lack of structure facilitate strategic processing of information? British Journal of Educational Psychology. March 2003. Vol. 73, no. 1, p. 59–69. DOI 10.1348/000709903762869914. Background: Researchers examining the effectiveness of an elaboration strategy (answering ‘why’) for learning new information have been concerned with the familiarity of the materials and how that affects learning. It may be, however, that both how information is organised and familiarity impact on the potency of the strategy. Aims: We examined the influence of presentation structures (i.e., organisation of information) on the effectiveness of an elaboration strategy. Samples: All participants were undergraduates (78 females, 67 males) enrolled in a first‐year psychology course. Fifteen students participated in Experiment One, 42 students in Experiment Two, and 88 students in Experiment Three. Methods: In Experiment One, preference for conceptual organisation was assessed. In Experiments Two and Three, students answered ‘why’ questions when different presentation structures were used. Results: Students’ preferred method of organisation did not match the imposed structure found in past research, suggesting that students may have been restricted in their ability to process the information distinctively. Students who were presented with the information in a random order achieved the largest memory scores. Conclusions: When students have to reconstruct as well as encode the information, these added task demands provide an added benefit for learning. WILLOUGHBY, Teena, WOOD, Eileen, MCDERMOTT, Catherine and MCLAREN, Jennifer, 2000. Enhancing learning through strategy instruction and group interaction: is active generation of elaborations critical? Applied Cognitive Psychology. January 2000. Vol. 14, no. 1, p. 19–30. DOI 10.1002/(SICI)1099-0720(200001)14:1<19::AID-ACP619>3.0.CO;2-4. WOLOSHYN, Vera E., PAIVIO, Allan and PRESSLEY, Michael, 1994. Use of elaborative interrogation to help students acquire information consistent with prior knowledge and information inconsistent with prior knowledge. Journal of Educational Psychology. 1994. Vol. 86, no. 1, p. 79. WOLOSHYN, Vera E., PRESSLEY, Michael and SCHNEIDER, Wolfgang, 1992a. Elaborative interrogation as a function of prior knowledge. . Online. 1992. Available from: https://opus.bibliothek.uni-wuerzburg.de/files/6040/Schneider_W92.pdf [Accessed 2 February 2024]. WOLOSHYN, Vera E., PRESSLEY, Michael and SCHNEIDER, Wolfgang, 1992b. Elaborative-interrogation and prior-knowledge effects on learning of facts. Journal of Educational Psychology. 1992. Vol. 84, no. 1, p. 115. WOLOSHYN, Vera E., WOOD, Eileen and WILLOUGHBY, Teena, 1994. Considering prior knowledge when using elaborative interrogation. Applied Cognitive Psychology. February 1994. Vol. 8, no. 1, p. 25–36. DOI 10.1002/acp.2350080104. Abstract Previous studies have promoted the use of elaborative interrogation (a “why”‐questioning strategy) for the acquisition of factual information. One assumption in these studies is that prior knowledge influences when students will be able to use the strategy, with greater prior knowledge leading to higher recall performance. In the studies reviewed here, the effect of prior knowledge on strategy effectiveness was investigated. Specifically, students’ performances were compared for materials about which they possessed substantial prior knowledge, little prior knowledge, inconsistent prior knowledge, or shared prior knowledge. In general, the data support the use of elaborative interrogation when studying alone or in dyads especially when learners possess some relevant prior knowledge about the new information. WOLOSHYN, Vera Ella, 1991. Using Elaborative Interrogation to Help Students Overcome Their Science Misconceptions. . Online. 1991. Available from: https://ir.lib.uwo.ca/digitizedtheses/2100/ [Accessed 2 February 2024]. WOOD, Eileen, 1993. Reflections on “Assessing the Impact of Elaborative Strategy Instruction Relative to Spontaneous Strategy Use In High Achievers.” Exceptionality. June 1993. Vol. 4, no. 2, p. 113–116. DOI 10.1207/s15327035ex0402_4. WOOD, Eileen, GROVES, Alison, BRUCE, Shirliana, WILLOUGHBY, Teena and DESMARAIS, Serge, 2003. Can Gender Stereotypes Facilitate Memory When Elaborative Strategies Are Used? Educational Psychology. March 2003. Vol. 23, no. 2, p. 169–180. DOI 10.1080/01443410303228. WOOD, Eileen and HEWITT, Kathryn L., 1993. Assessing the Impact of Elaborative Strategy Instruction Relative to Spontaneous Strategy Use in High Achievers. Exceptionality. June 1993. Vol. 4, no. 2, p. 65–79. DOI 10.1207/s15327035ex0402_1. WOOD, Eileen, MILLER, Gloria, SYMONS, Sonya, CANOUGH, Trudie and YEDLICKA, Jeanne, 1993. Effects of Elaborative Interrogation on Young Learners’ Recall of Facts. 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