Master of Arts (MA)
Faculty of Science
This study examined the effectiveness of elaborative interrogation for memory enhancement relative to self-selected and repetition strategies. It also examined the potency of the strategies when students worked individually or with a partner. One hundred and twenty university students were assigned to one of the study strategies and one study context. Students studied sixty animal facts. Thirty of the animal facts were about familiar animals while the other thirty were about unfamiliar animals. Students trained to use elaborative interrogation and allowed to select their own strategy were more successful at recognizing familiar animals than those trained to use repetition. Students in the self-study condition also recognized more unfamiliar animal facts than did students in the repetition condition. No difference in memory performance was found between the elaborative interrogation and self—study conditions for either familiar or unfamiliar animals. Students who studied in dyads performed better on the recognition task than those who studied individually. Elaboration quality and strategies selected are also examined.
Idle, Tracey Diane, "An examination of the effectiveness of elaborative interrogation for adult learners as a function of study context" (1993). Theses and Dissertations (Comprehensive). 622.