¿Sabemos realmente si nuestros métodos de estudio son los mejores? ¿Sabemos que son los más productivos o simplemente seguimos usando el mismo método por costumbre?
Pues, para nuestra alegría, resulta que si que han detectado cuales son los métodos de estudio más eficaces, gracias a una investigación llevada a cabo por los investigadores de la Universidad Estatal de Kent, dirigidos por John Dunlosky. En dicha investigación se estudiaron hasta 10 técnicas de estudio diferentes, las más comunes, y las examinaron para detectar cuál era realmente efectiva, y cuál no. Son las siguientes:
Interrogatorio elaborado: Explicación de porqué un hecho o concepto es verdadero.
Auto-explicación: Explicación de cómo se relaciona la nueva información estudiada con la información conocida anteriormente, o la explicación de los pasos tomados para la resolución de problemas.
Resumir: Elaborar resúmenes de textos para aprenderlos mejor.
Destacar / Subrayar: Marcar partes potencialmente importantes que han de ser aprendidas.
Mnemotécnicas: Uso de palabras clave e imágenes mentales para asociar conceptos.
Imágenes para textos: Tratar de formar imágenes mentales del texto mediante lectura o escucha.
Releer: Leer y volver a leer una y otra vez (esta es mi favorita).
Practicar con exámenes: Usar exámenes de la asignatura en particular y practicar con ellos.
Distribución del estudio: Preparar un examen con mucho tiempo y de forma programada (cosa que a veces es imposible, o simplemente somos demasiado vagos para ello).
Intercalar estudios: Distribuir, dentro de nuestras horas de estudio, diferentes tipos de asignaturas (en la misma sesión, es decir, si vamos a estar 4 horas seguidas, estudiar 4 asignaturas distintas por ejemplo).
Pues bien, ¿cuáles de estas técnicas creéis que fueron las ganadoras por su eficacia? Premio, una de ellas fue la de distribuir el estudio en el tiempo, y la otra, practicar con exámenes de la asignatura que estemos estudiando. Todas las demás fueron desechadas, haciendo hincapié en las peores, donde entran las técnicas de “releer”, “subrayar” y “hacer resúmenes”. Si, creo que la mayoría hemos basado nuestros grandes métodos de estudio en cosas poco o nada eficaces. Así lo expresa Dunlosky:
“Me sorprendió que algunas de las estrategias que los estudiantes utilizan mucho -, como leer y subrayar – parece proporcionar beneficios mínimos en su aprendizaje y desempeño. Con tan solo reemplazar estas técnicas con la buena distribución del estudio, los estudiantes se benefician”
Por otro lado hay técnicas que, aunque no han destacado por ser las mejores, si que han recibido críticas positivas, como son las mnemotécnicas (para conceptos clave específicos, pero no para todo tipo de estudios ni mucho menos), el estudio intercalado, el interrogatorio elaborado o la autoexplicación.
Así que ya sabéis, aunque hasta el 65% de los estudiantes confiesa usar la técni
Influence of Assessment Process on Students Higher Order Learning in Science ...iosrjce
The study is an attempt to find out the influence of assessment process on students higher order
learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the
question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and
(iii) to identify the role of science exams on students higher order learning. Findings of the study showed that,
majority of the science question items are mostly knowledge based. The nature of the items mainly demanded
the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills
like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question
items do not play any significant role on students higher order learning. The foregoing discussions suggest that
the nature of the assessment process used at the examinations make a bad or negative impact on students
learning. Therefore, the nature of the question items of the science examination should be changed for
influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of
learning. The items should be designed in such a way that it encourages the students for self-thinking
Enhancing the Retention of Lectured-Information for Higher Education Students...Dr. Amarjeet Singh
Note-taking is an important skill to be taught to the
learners so that it can be used as a tool for them to perceive
and retrieve the lectured information; especially during
Theory courses dealing with intense information. Keeping this
in mind I tailored my study which could examine whether
Note-Taking, Note-making and Note-reviewing can improve
the retention skills of my learners and whether these retention
skills can be later used by them to recall the retained–
information. I tried to measure these retention skills by using
customized retention tests to observe the resulted pattern. The
research question that guided my study was ―How efficiently
the Notes-Taking, Notes-Making and Notes-Reviewing can
improve the short term retention of lecture-information for
the learners in Higher Education at lower level of academic
program (Interior design) with respect to free recall, accuracy
and comprehension type of questions ?‖. This qualitative
research uses Primary data collected from 22 students.
Harmonious to some of the studies in the past, this study
reaffirmed the importance and vital impact of Notes taking
and reviewing on the short term retention of received
information. In addition a pattern was revealed that Notes
making enhances comprehension skills and notes reviewing
enhances accuracy skills.
Influence of Assessment Process on Students Higher Order Learning in Science ...iosrjce
The study is an attempt to find out the influence of assessment process on students higher order
learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the
question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and
(iii) to identify the role of science exams on students higher order learning. Findings of the study showed that,
majority of the science question items are mostly knowledge based. The nature of the items mainly demanded
the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills
like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question
items do not play any significant role on students higher order learning. The foregoing discussions suggest that
the nature of the assessment process used at the examinations make a bad or negative impact on students
learning. Therefore, the nature of the question items of the science examination should be changed for
influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of
learning. The items should be designed in such a way that it encourages the students for self-thinking
Enhancing the Retention of Lectured-Information for Higher Education Students...Dr. Amarjeet Singh
Note-taking is an important skill to be taught to the
learners so that it can be used as a tool for them to perceive
and retrieve the lectured information; especially during
Theory courses dealing with intense information. Keeping this
in mind I tailored my study which could examine whether
Note-Taking, Note-making and Note-reviewing can improve
the retention skills of my learners and whether these retention
skills can be later used by them to recall the retained–
information. I tried to measure these retention skills by using
customized retention tests to observe the resulted pattern. The
research question that guided my study was ―How efficiently
the Notes-Taking, Notes-Making and Notes-Reviewing can
improve the short term retention of lecture-information for
the learners in Higher Education at lower level of academic
program (Interior design) with respect to free recall, accuracy
and comprehension type of questions ?‖. This qualitative
research uses Primary data collected from 22 students.
Harmonious to some of the studies in the past, this study
reaffirmed the importance and vital impact of Notes taking
and reviewing on the short term retention of received
information. In addition a pattern was revealed that Notes
making enhances comprehension skills and notes reviewing
enhances accuracy skills.
THE RELATIONS OF METACOGNITIVE AWARENESS, MULTIPLE INTELLIGENCES, AND GENDER ...ijma
Learning Introductory Programming has always been challenging to computer science and information
technology undergraduates and such problems, most notably comes from the lack of metacognitive
awareness. Other important factors are multiple intelligences, gender, and motivation in using learning
tools can also have a huge impact on learning the subject matter. A survey study was carried out with the
aim to investigate the relationship among metacognitive awareness, gender and multiple intelligences
towards perceived motivation of the students in learning using multimedia tools. 103 fresh undergraduates
were recruited to participate in the survey. The data analysed using Pearson correlation and multiple
linear regression analysis. The result showed that the correlation between metacognitive awareness and
motivation in using multimedia tools was significant, positive, and moderately strong. These finding
suggest that students with higher metacognitive awareness will be highly motivated in using multimedia
tools compared to those with lower metacognitive awareness.
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure
and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The
outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced student’s performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt
improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education
Google Drive as an implementation platform for PHT403taniasteyl
Google Drive as implementation platform for Applied Physiotherapy 403 offered at the University of the Western Cape (UWC), Physiotherapy Department, South Africa.
This interesting, illustrative presentation is a preliminary guide for preparing medical & paramedical teachers for effective teaching and enable them to conduct different courses for medical & paramedical students
EFFECTIVENESS OF BLOG IN LEARNING MATHEMATICS AT THE SECONDARY TEACHER EDUCAT...Thiyagu K
The present study found out the effectiveness of educational blog in learning
mathematics among secondary teacher trainees. The study was conducted to develop
an educational blog for the methods of teaching mathematics and experimenting the
same with a set of trainees studying in the B.Ed., and finding out its effectiveness over
the conventional method of teaching. Two equivalent group experimental-designs are
employed for this study. The investigator has chosen 46 B.Ed. trainees for the study.
According to the scoring of pre-test, 23 students were chosen as control group and 23
students were chosen as experimental group. Finally the investigator concludes that;
(a) There was significant difference between control and experimental group students
in their gain scores. That is the experimental group student is better than control
group students in their gain scores. (b)There was significant difference between
control and experimental group students in their gain scores for attainment of the
knowledge, understanding, and application objectives.
Q: Why Teaching methods?
A: To cater the learning needs and requirements of students.
To help students take more responsibility for their own learning and enhance the process of learning.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
THE RELATIONS OF METACOGNITIVE AWARENESS, MULTIPLE INTELLIGENCES, AND GENDER ...ijma
Learning Introductory Programming has always been challenging to computer science and information
technology undergraduates and such problems, most notably comes from the lack of metacognitive
awareness. Other important factors are multiple intelligences, gender, and motivation in using learning
tools can also have a huge impact on learning the subject matter. A survey study was carried out with the
aim to investigate the relationship among metacognitive awareness, gender and multiple intelligences
towards perceived motivation of the students in learning using multimedia tools. 103 fresh undergraduates
were recruited to participate in the survey. The data analysed using Pearson correlation and multiple
linear regression analysis. The result showed that the correlation between metacognitive awareness and
motivation in using multimedia tools was significant, positive, and moderately strong. These finding
suggest that students with higher metacognitive awareness will be highly motivated in using multimedia
tools compared to those with lower metacognitive awareness.
Learning and teaching experiment was designed to incorporate SRS-Student Response System to measure
and assess student engagement in higher education for level 5 engineering students. The SRS system was based on getting an immediate student feedback to short quizzes lasting 10 to 15 minutes using Socrative software. The structure of the questions was a blend of true/false, multiple choice and short answer questions. The experiment was conducted through semester 2 of yearlong engineering module. The
outcome of the experiment was analyzed quantitatively based on student performance and qualitatively through student questionnaire. The results indicate that using student paced assessments method using Socrative enhanced student’s performance. The results showed that 53% of the students improved their performance while 23% neither improved nor underperformed. Qualitative data showed students felt
improvement in their learning experience. Overall results indicate positive impact using this technology in teaching and learning for engineering modules in higher education
Google Drive as an implementation platform for PHT403taniasteyl
Google Drive as implementation platform for Applied Physiotherapy 403 offered at the University of the Western Cape (UWC), Physiotherapy Department, South Africa.
This interesting, illustrative presentation is a preliminary guide for preparing medical & paramedical teachers for effective teaching and enable them to conduct different courses for medical & paramedical students
EFFECTIVENESS OF BLOG IN LEARNING MATHEMATICS AT THE SECONDARY TEACHER EDUCAT...Thiyagu K
The present study found out the effectiveness of educational blog in learning
mathematics among secondary teacher trainees. The study was conducted to develop
an educational blog for the methods of teaching mathematics and experimenting the
same with a set of trainees studying in the B.Ed., and finding out its effectiveness over
the conventional method of teaching. Two equivalent group experimental-designs are
employed for this study. The investigator has chosen 46 B.Ed. trainees for the study.
According to the scoring of pre-test, 23 students were chosen as control group and 23
students were chosen as experimental group. Finally the investigator concludes that;
(a) There was significant difference between control and experimental group students
in their gain scores. That is the experimental group student is better than control
group students in their gain scores. (b)There was significant difference between
control and experimental group students in their gain scores for attainment of the
knowledge, understanding, and application objectives.
Q: Why Teaching methods?
A: To cater the learning needs and requirements of students.
To help students take more responsibility for their own learning and enhance the process of learning.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
Avui en dia sabem que innovar és imprescindible per diferenciar-te i competir. Ara, la qüestió que moltes empreses es formulen és, com fer-ho? I encara més important, com podem innovar de manera sistemàtica? Xavier Camps, reconegut expert i consultor en la matèria, ens explica un mètode pràctic i eficaç per aconseguir convertir la nostra empresa en una empresa verdaderament innovadora.
Quines són les conseqüències de l'entrada d'un inversor en una empresa? Aquest material contempla els aspectes previs a la inversió, la negociació amb inversors de diferent naturalesa, el procediment i la convivència amb l'inversor.
Improving Students’ Learning With Effective Learning Techniques: Promising ...Fran Maciel
Authors: John Dunlosky1
, Katherine A. Rawson1
, Elizabeth J. Marsh2
, Mitchell J. Nathan3
, and Daniel T. Willingham4
1Department of Psychology, Kent State University; 2
Department of Psychology and Neuroscience, Duke University;
3
Department of Educational Psychology, Department of Curriculum & Instruction, and Department of Psychology,
University of Wisconsin–Madison; and 4
Department of Psychology, University of Virginia
12 AMERICAN EDUCATOR FALL 2013John Dunlosky is a prBenitoSumpter862
12 AMERICAN EDUCATOR | FALL 2013
John Dunlosky is a professor of psychology and the director of experimental
training at Kent State University. His research focuses on self-regulated
learning and how it can be used to improve student achievement across
the lifespan.
Strengthening
the Student Toolbox
study strategies to Boost learning
By John Dunlosky
I
t’s the night before her biology exam, and the high school
student has just begun to study. she takes out her highlighter
and reads her textbook, marking it up as she goes along. she
rereads sentences that seem most important and stays up
most of the night, just hoping to get a good enough grasp of the
material to do well on the exam. These are study strategies that
she may have learned from her friends or her teachers or that she
simply took to on her own. she is not unusual in this regard; many
students rely on strategies such as highlighting, rereading, and
cramming the night before an exam.
Quite often, students believe these relatively ineffective strate-
gies are actually the most effective,1 and at least on the surface
they do seem sound, perhaps because, even after pulling an all-
nighter, students manage to squeak by on exams. Unfortunately,
in a recent review of the research, my colleagues and I found that
these strategies are not that effective,2 especially if students want
to retain their learning and understanding of content well after
the exam is over—obviously, an important educational goal.
so, why aren’t students learning about the best strategies? I
can only speculate, but several reasons seem likely. curricula are
developed to highlight the content that teachers should teach, so
the focus is on providing content and not on training students
how to effectively acquire it. Put differently, the emphasis is on
what students need to learn, whereas little emphasis—if any—is
placed on training students how they should go about learning
the content and what skills will promote efficient studying to
support robust learning. Nevertheless, teaching students how to
learn is as important as teaching them content, because acquir-
IL
LU
ST
R
A
T
IO
N
S
B
y
D
A
N
IE
L
B
A
X
T
E
R
AMERICAN EDUCATOR | FALL 2013 13
ing both the right learning strategies and background knowledge
is important—if not essential—for promoting lifelong learning.
Another reason many students may not be learning about
effective strategies concerns teacher preparation. learning strat-
egies are discussed in almost every textbook on educational
psychology, so many teachers likely have been introduced to at
least some of them. even so, my colleagues and I found that, in
large part, the current textbooks do not adequately cover the
strategies; some omit discussion of the most effective ones, and
most do not provide guidelines on how to use them in the class-
room or on how to teach students to use them. In some cases, the
strategies discussed have lim ...
12 AMERICAN EDUCATOR FALL 2013John Dunlosky is a prAnastaciaShadelb
12 AMERICAN EDUCATOR | FALL 2013
John Dunlosky is a professor of psychology and the director of experimental
training at Kent State University. His research focuses on self-regulated
learning and how it can be used to improve student achievement across
the lifespan.
Strengthening
the Student Toolbox
study strategies to Boost learning
By John Dunlosky
I
t’s the night before her biology exam, and the high school
student has just begun to study. she takes out her highlighter
and reads her textbook, marking it up as she goes along. she
rereads sentences that seem most important and stays up
most of the night, just hoping to get a good enough grasp of the
material to do well on the exam. These are study strategies that
she may have learned from her friends or her teachers or that she
simply took to on her own. she is not unusual in this regard; many
students rely on strategies such as highlighting, rereading, and
cramming the night before an exam.
Quite often, students believe these relatively ineffective strate-
gies are actually the most effective,1 and at least on the surface
they do seem sound, perhaps because, even after pulling an all-
nighter, students manage to squeak by on exams. Unfortunately,
in a recent review of the research, my colleagues and I found that
these strategies are not that effective,2 especially if students want
to retain their learning and understanding of content well after
the exam is over—obviously, an important educational goal.
so, why aren’t students learning about the best strategies? I
can only speculate, but several reasons seem likely. curricula are
developed to highlight the content that teachers should teach, so
the focus is on providing content and not on training students
how to effectively acquire it. Put differently, the emphasis is on
what students need to learn, whereas little emphasis—if any—is
placed on training students how they should go about learning
the content and what skills will promote efficient studying to
support robust learning. Nevertheless, teaching students how to
learn is as important as teaching them content, because acquir-
IL
LU
ST
R
A
T
IO
N
S
B
y
D
A
N
IE
L
B
A
X
T
E
R
AMERICAN EDUCATOR | FALL 2013 13
ing both the right learning strategies and background knowledge
is important—if not essential—for promoting lifelong learning.
Another reason many students may not be learning about
effective strategies concerns teacher preparation. learning strat-
egies are discussed in almost every textbook on educational
psychology, so many teachers likely have been introduced to at
least some of them. even so, my colleagues and I found that, in
large part, the current textbooks do not adequately cover the
strategies; some omit discussion of the most effective ones, and
most do not provide guidelines on how to use them in the class-
room or on how to teach students to use them. In some cases, the
strategies discussed have lim ...
ICT promote autonomy among ESL/EFL learners: myth or reality?engedukamall
Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
in student learning or achievement. Despite the plethora of research
undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
According to Holec, (1981) autonomous learning has to do with a person’s
ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated
learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
students to measure their own progress on an ongoing basis. In addition,
online platforms that offer opportunities for sharing of information and
undertaking of group activities or projects are also good avenues to develop
autonomy. Studies that implement such approaches well as others will be
reviewed and discussed.
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
An Innovative Use of ApprenNet to Facilitate Meaningful Intra-professional Cr...Rodney B. Murray
This poster describes the use of ApprenNet in a collaboration between Dr. Rondalyn Whitney (Dept of Occupational Therapy) and Dr. Rodney Murray (Office of Academic Technology) at the University of the Sciences. Dr. Murray will present this topic at the International Association of Medical Science Educators annual meeting at St. Andrews University, Scotland, UK on June 8, 2013.
Esta guía pretende ayudaros a proteger a vuestros
hijos e hijas adolescentes frente a las drogas.
En ella encontraréis información sobre el fenómeno de
las drogas, orientaciones para favorecer la prevención
desde la familia, herramientas para detectar posibles
signos de alarma, y si fuera el caso, estrategias para
afrontar sus consumos de drogas.
Los resultados respaldan el uso del SIMS y del MMPI-2-RF en la detección de s...CENTRE SUPORT
Resumen
El objetivo de este trabajo preliminar es el estudio del patrón de exageración de síntomas en pacientes diagnosticados de trastorno mixto ansioso-depresivo y adaptativo en contexto medicolegal. La muestra del estudio estaba compuesta por 26 participantes, divididos en dos grupos: pacientes sin sospecha de simulación (n = 12) y pacientes con sospecha de simulación (n = 14). Todos los participantes fueron evaluados con dos instrumentos de autoinforme ampliamente utilizados en la evaluación de la validez de los síntomas: el Inventario Estructurado de Simulación de Síntomas (SIMS) y el Inventario Multifásico de Personalidad de Minnesota 2 Forma Reestructurada (MMPI-2-RF). En el caso del SIMS la puntuación total es la que permite una mejor discriminación, seguida por este orden de las escalas de deterioro neurológico (Dn), trastornos amnésicos (Am) y trastornos afectivos (Ta).
Respecto al MMPI-2-RF, las cuatro escalas de exageración de síntomas han mostrado una diferenciación significativa y con tamaño del efecto grande o muy grande entre ambos grupos, destacando las escalas Fs, Fp-r y F-r, por este orden, y finalmente FBS-r. En relación a las escalas clínicas, específicas y de personalidad psicopatológica del grupo con sospecha de simulación frente al grupo sin sospecha de simulación, destacaban significativamente y con tamaño del efecto grande o muy grande principalmente en las escalas relacionadas con quejas somáticas (RC1, HPC, NUC, COG) seguido de algunas escalas de alteraciones del pensamiento (THD, RC8, PSYC-r) o del ánimo (RCd, ACT).
Los resultados obtenidos en este estudio, tanto en el SIMS como en las escalas de exageración de síntomas del MMPI-2-RF, respaldan su uso en la detección de simulación de estos trastornos en el contexto medicolegal.
GRUP DE TREBALL PER DESENVOLUPAR APTITUTS I HABILITATS PER APRENDRE MILLORCENTRE SUPORT
1ª Part – PSICOLOGIA: Estimulació de les conductes necessàries per l’aprenentatge.
- Regulació del focus de l’atenció
- Regulació del manteniment de l’atenció
- Reflexibilitat
- Solucions a problemes interpersonal
- Habilitats socials
- Autocontrol emocional autoregulació del comportament
2ona Part – RE-EDUCACIÓ. Treballarem:
- L’estimulació lingüística: llenguatge oral, expressió escrita, comprensió de textos, agilitat lectora, ortografia i competència idiomàtica
- Rendiment cognitiu: rapidesa de processament, abstracció, raonament seqüencial inductiu, deductiu i analògic, memòria...
- Estratègies per l’aprenentatge: recursos metodològics , síntesi de la informació, organització i planificació del temps d’estudi, eines per afrontar els diferents tipus d’ exàmens
TRUCA’NS QUALSEVOL TARDE DE 15H A 20H I T’INFORMAREM. DEMANA PER ENCARNA
Resulta arriesgado realizar pronósticos acerca de cómo será la educación del futuro y,
más aún, vaticinar metodologías y herramientas. Pero sin duda alguna, la senda abierta
por publicaciones como las sucesivas ediciones del Informe Horizon ha supuesto un
hito significativo en este sentido, y algunas de las cuestiones ya apuntadas años atrás
comienzan a ser realidades.
Por otra parte, en el actual contexto caracterizado por la progresiva inclusión de las
TIC en los procesos de enseñanza-aprendizaje, cada vez es más fehaciente el cambio
de actitud del alumnado: participa, se implica y muestra su afinidad, en especial en
aquellos casos en los que se emplean tecnologías consuetudinarias a su día a día y hay
docentes comprometidos.
Estas razones son suficiente justificación para realizar una recopilación de una serie de
tendencias metodológicas amparadas en el uso de las herramientas TIC que están proporcionando
resultados positivos, tanto en lo cuantitativo como en lo cualitativo. Con la
presente publicación, no queremos sino realizar un escáner de aquellas tendencias que,
aunque de forma callada y requiriendo mucho esfuerzo, son protagonistas de algunas
experiencias didácticas de calado.
Presentamos una serie de prácticas educativas que tienen en común el desarrollo de
estas tendencias pedagógicas emergentes que buscan no sólo la novedad metodológica,
sino alcanzar resultados cualitativos a partir de la implicación del alumnado por la
propia idiosincrasia del binomio tecnología-jóvenes.
Satisfacció i motivació laboral dels educadors catasans fira bcnCENTRE SUPORT
El 43% de los educadores encuestados ven poco o nada motivados sus compañeros
En aquellos centros donde hay más bienestar del profesorado hay mejores aprendizajes
El 77% de los educadores que han participado en la encuesta están satisfechos con su trabajo y el 81% declara que volvería a ser maestro si tuviera la oportunidad de decidir de nuevo.
En cuanto a las cifras de motivación en Cataluña, según nuestros datos, todo y el entorno socio-económico que estamos viviendo, el 43% de los educadores encuestados ven poco o nada motivados a sus compañeros, cifra que está muy por debajo de la media española publicada a los resultados de la “Encuesta sobre Educación del CIS, 2013” donde un 62,4% de los encuestados ven poco o nada motivados a los profesores españoles. Los educadores coinciden, en más del 95%, en identificar como factores motivadores las posibilidades de ascenso profesional, observar como sus alumnos mejoran durante el curso, la responsabilidad y la autonomía, así como la relación directo con sus alumnos y con sus compañeros de trabajo. Destaca la demanda de reconocimiento por parte de los alumnos y de sus familias como uno de los factores más motivantes.
INVITACIÓ PER ASSISTIR A LA PRESENTACIÓ DE RESULTATS DE L'ESTUDI "SATISFACCIÓ I MOTIVACIÓ LABORAL DELS EDUCADORS CATALANS". CENTRE SUPORT - PUERTAS ABIERTAS
Conferencia dr. thomas grisso feb 2013 barcelonaCENTRE SUPORT
El dimarts 12 de febrer l'Anna San, directora de CENTRE SUPORT va assistir a la conferència que el professor de la Universitat de Massachussets, Sr.Thomas Grisso, va donar a la Universitat de Barcelona. La presentació "The most important recent advances in Forensic Psychology" de l'estudi posa al dia la rellevància que te aquesta disciplina de la Psicologia i la importància de la feina de l'avaluador, en aquest cas el Psicòleg forense, per tal d'ajudar el jutge a prendre decissions.
Al CENTRE SUPORT hi ha un equip multidisciplinar de especialistes en Psicologia Forense, fet que ens crea la necessitat "d'estar al dia" respecte de les tendències i fins i tot controvèrsies que es generen en aquest camp on Psicologia i Justicia van de la mà, i que esperem ens aporti nous métodes i eines per ser objectius en els informes percials que se'ns demana que fem.
En entornos empresariales sometidos a presión, como es el entorno actual, es más necesario que nunca saber como tratar con gente y sobretodo con gente dificil
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Improving Student Achievement 5
The review for each technique can be read independently of the others, and particular variables of interest can be easily
compared across techniques.
To foreshadow our final recommendations, the techniques vary widely with respect to their generalizability and promise
for improving student learning. Practice testing and distributed practice received high utility assessments because they benefit
learners of different ages and abilities and have been shown to boost students’ performance across many criterion tasks and
even in educational contexts. Elaborative interrogation, self-explanation, and interleaved practice received moderate utility
assessments. The benefits of these techniques do generalize across some variables, yet despite their promise, they fell short
of a high utility assessment because the evidence for their efficacy is limited. For instance, elaborative interrogation and self-
explanation have not been adequately evaluated in educational contexts, and the benefits of interleaving have just begun to be
systematically explored, so the ultimate effectiveness of these techniques is currently unknown. Nevertheless, the techniques
that received moderate-utility ratings show enough promise for us to recommend their use in appropriate situations, which we
describe in detail within the review of each technique.
Five techniques received a low utility assessment: summarization, highlighting, the keyword mnemonic, imagery use for text
learning, and rereading. These techniques were rated as low utility for numerous reasons. Summarization and imagery use for
text learning have been shown to help some students on some criterion tasks, yet the conditions under which these techniques
produce benefits are limited, and much research is still needed to fully explore their overall effectiveness.The keyword mnemonic
is difficult to implement in some contexts, and it appears to benefit students for a limited number of materials and for short
retention intervals. Most students report rereading and highlighting, yet these techniques do not consistently boost students’
performance, so other techniques should be used in their place (e.g., practice testing instead of rereading).
Our hope is that this monograph will foster improvements in student learning, not only by showcasing which learning
techniques are likely to have the most generalizable effects but also by encouraging researchers to continue investigating the
most promising techniques. Accordingly, in our closing remarks, we discuss some issues for how these techniques could be
implemented by teachers and students, and we highlight directions for future research.
Introduction techniques (e.g., self-testing, distributed practice) because an
initial survey of the literature indicated that they could improve
If simple techniques were available that teachers and students student success across a wide range of conditions. Other tech-
could use to improve student learning and achievement, would niques (e.g., rereading and highlighting) were included
you be surprised if teachers were not being told about these because students report using them frequently. Moreover, stu-
techniques and if many students were not using them? What if dents are responsible for regulating an increasing amount of
students were instead adopting ineffective learning techniques their learning as they progress from elementary grades through
that undermined their achievement, or at least did not improve middle school and high school to college. Lifelong learners
it? Shouldn’t they stop using these techniques and begin using also need to continue regulating their own learning, whether
ones that are effective? Psychologists have been developing it takes place in the context of postgraduate education, the
and evaluating the efficacy of techniques for study and instruc- workplace, the development of new hobbies, or recreational
tion for more than 100 years. Nevertheless, some effective activities.
techniques are underutilized—many teachers do not learn Thus, we limited our choices to techniques that could be
about them, and hence many students do not use them, despite implemented by students without assistance (e.g., without
evidence suggesting that the techniques could benefit student requiring advanced technologies or extensive materials that
achievement with little added effort. Also, some learning tech- would have to be prepared by a teacher). Some training may
niques that are popular and often used by students are rela- be required for students to learn how to use a technique with
tively ineffective. One potential reason for the disconnect fidelity, but in principle, students should be able to use the
between research on the efficacy of learning techniques and techniques without supervision. We also chose techniques for
their use in educational practice is that because so many tech- which a sufficient amount of empirical evidence was available
niques are available, it would be challenging for educators to to support at least a preliminary assessment of potential effi-
sift through the relevant research to decide which ones show cacy. Of course, we could not review all the techniques that
promise of efficacy and could feasibly be implemented by stu- meet these criteria, given the in-depth nature of our reviews,
dents (Pressley, Goodchild, Fleet, Zajchowski, & Evans, and these criteria excluded some techniques that show much
1989). promise, such as techniques that are driven by advanced
Toward meeting this challenge, we explored the efficacy of technologies.
10 learning techniques (listed in Table 1) that students could Because teachers are most likely to learn about these tech-
use to improve their success across a wide variety of content niques in educational psychology classes, we examined
domains.1 The learning techniques we consider here were cho- how some educational-psychology textbooks covered them
sen on the basis of the following criteria. We chose some (Ormrod, 2008; Santrock, 2008; Slavin, 2009; Snowman,
3. 6 Dunlosky et al.
Table 1. Learning Techniques
Technique Description
1. Elaborative interrogation Generating an explanation for why an explicitly stated fact or concept is true
2. Self-explanation Explaining how new information is related to known information, or explaining steps taken
during problem solving
3. Summarization Writing summaries (of various lengths) of to-be-learned texts
4. Highlighting/underlining Marking potentially important portions of to-be-learned materials while reading
5. Keyword mnemonic Using keywords and mental imagery to associate verbal materials
6. Imagery for text Attempting to form mental images of text materials while reading or listening
7. Rereading Restudying text material again after an initial reading
8. Practice testing Self-testing or taking practice tests over to-be-learned material
9. Distributed practice Implementing a schedule of practice that spreads out study activities over time
10. Interleaved practice Implementing a schedule of practice that mixes different kinds of problems, or a schedule of
study that mixes different kinds of material, within a single study session
Note. See text for a detailed description of each learning technique and relevant examples of their use.
Table 2. Examples of the Four Categories of Variables for Generalizability
Materials Learning conditions Student characteristicsa Criterion tasks
Vocabulary Amount of practice (dosage) Age Cued recall
Translation equivalents Open- vs. closed-book practice Prior domain knowledge Free recall
Lecture content Reading vs. listening Working memory capacity Recognition
Science definitions Incidental vs. intentional learning Verbal ability Problem solving
Narrative texts Direct instruction Interests Argument development
Expository texts Discovery learning Fluid intelligence Essay writing
Mathematical concepts Rereading lagsb Motivation Creation of portfolios
Maps Kind of practice testsc Prior achievement Achievement tests
Diagrams Group vs. individual learning Self-efficacy Classroom quizzes
a
Some of these characteristics are more state based (e.g., motivation) and some are more trait based (e.g., fluid intelligence); this distinction is
relevant to the malleability of each characteristic, but a discussion of this dimension is beyond the scope of this article.
b
Learning condition is specific to rereading.
c
Learning condition is specific to practice testing.
McCown, & Biehler, 2009; Sternberg & Williams, 2010; learning environment itself (e.g., noisiness vs. quietness in a
Woolfolk, 2007). Despite the promise of some of the tech- classroom), but they largely pertain to the way in which a
niques, many of these textbooks did not provide sufficient learning technique is implemented. For instance, a technique
coverage, which would include up-to-date reviews of their could be used only once or many times (a variable referred to
efficacy and analyses of their generalizability and potential as dosage) when students are studying, or a technique could be
limitations. Accordingly, for all of the learning techniques used when students are either reading or listening to the to-be-
listed in Table 1, we reviewed the literature to identify the gen- learned materials.
eralizability of their benefits across four categories of vari- Any number of student characteristics could also influence
ables—materials, learning conditions, student characteristics, the effectiveness of a given learning technique. For example,
and criterion tasks. The choice of these categories was inspired in comparison to more advanced students, younger students in
by Jenkins’ (1979) model (for an example of its use in educa- early grades may not benefit from a technique. Students’ basic
tional contexts, see Marsh & Butler, in press), and examples of cognitive abilities, such as working memory capacity or gen-
each category are presented in Table 2. Materials pertain to the eral fluid intelligence, may also influence the efficacy of a
specific content that students are expected to learn, remember, given technique. In an educational context, domain knowledge
or comprehend. Learning conditions pertain to aspects of refers to the valid, relevant knowledge a student brings to a
the context in which students are interacting with the to-be- lesson. Domain knowledge may be required for students to use
learned materials. These conditions include aspects of the some of the learning techniques listed in Table 1. For instance,
4. Improving Student Achievement 7
the use of imagery while reading texts requires that students (e.g., the keyword mnemonic), others are focused more on
know the objects and ideas that the words refer to so that they improving comprehension (e.g., self-explanation), and yet
can produce internal images of them. Students with some others may enhance both memory and comprehension (e.g.,
domain knowledge about a topic may also find it easier to use practice testing). Thus, our review of each learning technique
self-explanation and elaborative interrogation, which are two describes how it can be used, its effectiveness for producing
techniques that involve answering “why” questions about a long-term retention and comprehension, and its breadth of
particular concept (e.g., “Why would particles of ice rise up efficacy across the categories of variables listed in Table 2.
within a cloud?”). Domain knowledge may enhance the bene-
fits of summarization and highlighting as well. Nevertheless,
although some domain knowledge will benefit students as Reviewing the Learning Techniques
they begin learning new content within a given domain, it is In the following series of reviews, we consider the available
not a prerequisite for using most of the learning techniques. evidence for the efficacy of each of the learning techniques.
The degree to which the efficacy of each learning technique Each review begins with a brief description of the technique
obtains across long retention intervals and generalizes across and a discussion about why it is expected to improve student
different criterion tasks is of critical importance. Our reviews learning. We then consider generalizability (with respect to
and recommendations are based on evidence, which typically learning conditions, materials, student characteristics, and cri-
pertains to students’ objective performance on any number of terion tasks), highlight any research on the technique that has
criterion tasks. Criterion tasks (Table 2, rightmost column) been conducted in representative educational contexts, and
vary with respect to the specific kinds of knowledge that they address any identified issues for implementing the technique.
tap. Some tasks are meant to tap students’ memory for infor- Accordingly, the reviews are largely modular: Each of the 10
mation (e.g., “What is operant conditioning?”), others are reviews is organized around these themes (with corresponding
largely meant to tap students’ comprehension (e.g., “Explain headers) so readers can easily identify the most relevant infor-
the difference between classical conditioning and operant con- mation without necessarily having to read the monograph in
ditioning”), and still others are meant to tap students’ applica- its entirety.
tion of knowledge (e.g., “How would you apply operant At the end of each review, we provide an overall assess-
conditioning to train a dog to sit down?”). Indeed, Bloom and ment for each technique in terms of its relatively utility—low,
colleagues divided learning objectives into six categories, moderate, or high. Students and teachers who are not already
from memory (or knowledge) and comprehension of facts to doing so should consider using techniques designated as high
their application, analysis, synthesis, and evaluation (B. S. utility, because the effects of these techniques are robust and
Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956; for an generalize widely. Techniques could have been designated as
updated taxonomy, see L. W. Anderson & Krathwohl, 2001). low utility or moderate utility for any number of reasons. For
In discussing how the techniques influence criterion perfor- instance, a technique could have been designated as low utility
mance, we emphasize investigations that have gone beyond because its effects are limited to a small subset of materials
demonstrating improved memory for target material by mea- that students need to learn; the technique may be useful in
suring students’ comprehension, application, and transfer of some cases and adopted in appropriate contexts, but, relative
knowledge. Note, however, that although gaining factual to the other techniques, it would be considered low in utility
knowledge is not considered the only or ultimate objective of because of its limited generalizability. A technique could also
schooling, we unabashedly consider efforts to improve student receive a low- or moderate-utility rating if it showed promise,
retention of knowledge as essential for reaching other instruc- yet insufficient evidence was available to support confidence
tional objectives; if one does not remember core ideas, facts, in assigning a higher utility assessment. In such cases, we
or concepts, applying them may prove difficult, if not impos- encourage researchers to further explore these techniques
sible. Students who have forgotten principles of algebra will within educational settings, but students and teachers may
be unable to apply them to solve problems or use them as a want to use caution before adopting them widely. Most impor-
foundation for learning calculus (or physics, economics, or tant, given that each utility assessment could have been
other related domains), and students who do not remember assigned for a variety of reasons, we discuss the rationale for a
what operant conditioning is will likely have difficulties given assessment at the end of each review.
applying it to solve behavioral problems. We are not advocat- Finally, our intent was to conduct exhaustive reviews of
ing that students spend their time robotically memorizing the literature on each learning technique. For techniques that
facts; instead, we are acknowledging the important interplay have been reviewed extensively (e.g., distributed practice),
between memory for a concept on one hand and the ability to however, we relied on previous reviews and supplemented
comprehend and apply it on the other. them with any research that appeared after they had been pub-
An aim of this monograph is to encourage students to use lished. For many of the learning techniques, too many articles
the appropriate learning technique (or techniques) to accom- have been published to cite them all; therefore, in our discus-
plish a given instructional objective. Some learning techniques sion of most of the techniques, we cite a subset of relevant
are largely focused on bolstering students’ memory for facts articles.
5. 8 Dunlosky et al.
1 Elaborative interrogation learned information (Hunt, 2006). Consistent with this account,
Anyone who has spent time around young children knows that note that most elaborative-interrogation prompts explicitly or
one of their most frequent utterances is “Why?” (perhaps com- implicitly invite processing of both similarities and differences
ing in a close second behind “No!”). Humans are inquisitive between related entities (e.g., why a fact would be true of one
creatures by nature, attuned to seeking explanations for states, province versus other provinces). As we highlight below, pro-
actions, and events in the world around us. Fortunately, a siz- cessing of similarities and differences among to-be-learned
able body of evidence suggests that the power of explanatory facts also accounts for findings that elaborative-interrogation
questioning can be harnessed to promote learning. Specifi- effects are often larger when elaborations are precise rather
cally, research on both elaborative interrogation and self- than imprecise, when prior knowledge is higher rather than
explanation has shown that prompting students to answer lower (consistent with research showing that preexisting
“Why?” questions can facilitate learning. These two literatures knowledge enhances memory by facilitating distinctive pro-
are highly related but have mostly developed independently of cessing; e.g., Rawson & Van Overschelde, 2008), and when
one another. Additionally, they have overlapping but noniden- elaborations are self-generated rather than provided (a finding
tical strengths and weaknesses. For these reasons, we consider consistent with research showing that distinctiveness effects
the two literatures separately. depend on self-generating item-specific cues; Hunt & Smith,
1996).
1.1 General description of elaborative interrogation and
why it should work. In one of the earliest systematic studies 1.2 How general are the effects of elaborative
of elaborative interrogation, Pressley, McDaniel, Turnure, interrogation?
Wood, and Ahmad (1987) presented undergraduate students 1.2a Learning conditions. The seminal work by Pressley et al.
with a list of sentences, each describing the action of a particu- (1987; see also B. S. Stein & Bransford, 1979) spawned a
lar man (e.g., “The hungry man got into the car”). In the elab- flurry of research in the following decade that was primarily
orative-interrogation group, for each sentence, participants directed at assessing the generalizability of elaborative-inter-
were prompted to explain “Why did that particular man do rogation effects. Some of this work focused on investigating
that?” Another group of participants was instead provided elaborative-interrogation effects under various learning condi-
with an explanation for each sentence (e.g., “The hungry man tions. Elaborative-interrogation effects have been consistently
got into the car to go to the restaurant”), and a third group shown using either incidental or intentional learning instruc-
simply read each sentence. On a final test in which participants tions (although two studies have suggested stronger effects for
were cued to recall which man performed each action (e.g., incidental learning: Pressley et al., 1987; Woloshyn, Wil-
“Who got in the car?”), the elaborative-interrogation group loughby, Wood, & Pressley, 1990). Although most studies
substantially outperformed the other two groups (collapsing have involved individual learning, elaborative-interrogation
across experiments, accuracy in this group was approximately effects have also been shown among students working in
72%, compared with approximately 37% in each of the other dyads or small groups (Kahl & Woloshyn, 1994; Woloshyn &
two groups). From this and similar studies, Seifert (1993) Stockley, 1995).
reported average effect sizes ranging from 0.85 to 2.57. 1.2b Student characteristics. Elaborative-interrogation effects
As illustrated above, the key to elaborative interrogation also appear to be relatively robust across different kinds of
involves prompting learners to generate an explanation for an learners. Although a considerable amount of work has involved
explicitly stated fact. The particular form of the explanatory undergraduate students, an impressive number of studies have
prompt has differed somewhat across studies—examples shown elaborative-interrogation effects with younger learners
include “Why does it make sense that…?”, “Why is this true?”, as well. Elaborative interrogation has been shown to improve
and simply “Why?” However, the majority of studies have learning for high school students, middle school students, and
used prompts following the general format, “Why would this upper elementary school students (fourth through sixth grad-
fact be true of this [X] and not some other [X]?” ers). The extent to which elaborative interrogation benefits
The prevailing theoretical account of elaborative-interroga- younger learners is less clear. Miller and Pressley (1989) did
tion effects is that elaborative interrogation enhances learning not find effects for kindergartners or first graders, and Wood,
by supporting the integration of new information with existing Miller, Symons, Canough, and Yedlicka (1993) reported
prior knowledge. During elaborative interrogation, learners mixed results for preschoolers. Nonetheless, elaborative inter-
presumably “activate schemata . . . These schemata, in turn, rogation does appear to benefit learners across a relatively
help to organize new information which facilitates retrieval” wide age range. Furthermore, several of the studies involving
(Willoughby & Wood, 1994, p. 140). Although the integration younger students have also established elaborative-interroga-
of new facts with prior knowledge may facilitate the organiza- tion effects for learners of varying ability levels, including
tion (Hunt, 2006) of that information, organization alone is not fourth through twelfth graders with learning disabilities (C.
sufficient—students must also be able to discriminate among Greene, Symons, & Richards, 1996; Scruggs, Mastropieri, &
related facts to be accurate when identifying or using the Sullivan, 1994) and sixth through eighth graders with mild
6. Improving Student Achievement 9
cognitive disabilities (Scruggs, Mastropieri, Sullivan, & Hes- knowledge permits the generation of more appropriate expla-
ser, 1993), although Wood, Willoughby, Bolger, Younger, and nations for why a fact is true. If so, one might expect final-test
Kaspar (1993) did not find effects with a sample of low- performance to vary as a function of the quality of the explana-
achieving students. On the other end of the continuum, elabo- tions generated during study. However, the evidence is mixed.
rative-interrogation effects have been shown for high-achieving Whereas some studies have found that test performance is bet-
fifth and sixth graders (Wood & Hewitt, 1993; Wood, Wil- ter following adequate elaborative-interrogation responses
loughby, et al., 1993). (i.e., those that include a precise, plausible, or accurate expla-
Another key dimension along which learners differ is level nation for a fact) than for inadequate responses, the differences
of prior knowledge, a factor that has been extensively investi- have often been small, and other studies have failed to find
gated within the literature on elaborative interrogation. Both differences (although the numerical trends are usually in the
correlational and experimental evidence suggest that prior anticipated direction). A somewhat more consistent finding is
knowledge is an important moderator of elaborative-interroga- that performance is better following an adequate response than
tion effects, such that effects generally increase as prior no response, although in this case, too, the results are some-
knowledge increases. For example, Woloshyn, Pressley, and what mixed. More generally, the available evidence should be
Schneider (1992) presented Canadian and German students interpreted with caution, given that outcomes are based on
with facts about Canadian provinces and German states. Thus, conditional post hoc analyses that likely reflect item-selection
both groups of students had more domain knowledge for one effects. Thus, the extent to which elaborative-interrogation
set of facts and less domain knowledge for the other set. As effects depend on the quality of the elaborations generated is
shown in Figure 1, students showed larger effects of elabora- still an open question.
tive interrogation in their high-knowledge domain (a 24% 1.2c Materials. Although several studies have replicated
increase) than in their low-knowledge domain (a 12% elaborative-interrogation effects using the relatively artificial
increase). Other studies manipulating the familiarity of to-be- “man sentences” used by Pressley et al. (1987), the majority of
learned materials have reported similar patterns, with signifi- subsequent research has extended these effects using materials
cant effects for new facts about familiar items but weaker or that better represent what students are actually expected to
nonexistent effects for facts about unfamiliar items. Despite learn. The most commonly used materials involved sets of
some exceptions (e.g., Ozgungor & Guthrie, 2004), the overall facts about various familiar and unfamiliar animals (e.g., “The
conclusion that emerges from the literature is that high-knowl- Western Spotted Skunk’s hole is usually found on a sandy
edge learners will generally be best equipped to profit from the piece of farmland near crops”), usually with an elaborative-
elaborative-interrogation technique. The benefit for lower- interrogation prompt following the presentation of each fact.
knowledge learners is less certain. Other studies have extended elaborative-interrogation effects
One intuitive explanation for why prior knowledge moder- to fact lists from other content domains, including facts
ates the effects of elaborative interrogation is that higher about U.S. states, German states, Canadian provinces, and
universities; possible reasons for dinosaur extinction; and
Elaborative Interrogation gender-specific facts about men and women. Other studies
have shown elaborative-interrogation effects for factual state-
Reading Control
ments about various topics (e.g., the solar system) that are nor-
80
matively consistent or inconsistent with learners’ prior beliefs
70 (e.g., Woloshyn, Paivio, & Pressley, 1994). Effects have also
been shown for facts contained in longer connected discourse,
Final-Test Performance (%)
60 including expository texts on animals (e.g., Seifert, 1994);
human digestion (B. L. Smith, Holliday, & Austin, 2010); the
50 neuropsychology of phantom pain (Ozgungor & Guthrie,
40
2004); retail, merchandising, and accounting (Dornisch &
Sperling, 2006); and various science concepts (McDaniel &
30 Donnelly, 1996). Thus, elaborative-interrogation effects are
relatively robust across factual material of different kinds and
20 with different contents. However, it is important to note that
elaborative interrogation has been applied (and may be appli-
10
cable) only to discrete units of factual information.
0 1.2d Criterion tasks. Whereas elaborative-interrogation
High Knowledge Low Knowledge effects appear to be relatively robust across materials and
learners, the extensions of elaborative-interrogation effects
Fig. 1. Mean percentage of correct responses on a final test for learners
with high or low domain knowledge who engaged in elaborative interroga-
across measures that tap different kinds or levels of learning is
tion or in reading only during learning (in Woloshyn, Pressley, & Schneider, somewhat more limited. With only a few exceptions, the
1992). Standard errors are not available. majority of elaborative-interrogation studies have relied on the
7. 10 Dunlosky et al.
following associative-memory measures: cued recall (gener- introductory biology course, and the experiment was con-
ally involving the presentation of a fact to prompt recall of the ducted during class meetings in the accompanying lab section.
entity for which the fact is true; e.g., “Which animal . . . ?”) During one class meeting, students completed a measure of
and matching (in which learners are presented with lists of verbal ability and a prior-knowledge test over material that
facts and entities and must match each fact with the correct was related, but not identical, to the target material. In the fol-
entity). Effects have also been shown on measures of fact rec- lowing week, students were presented with a lengthy text on
ognition (B. L. Smith et al., 2010; Woloshyn et al., 1994; human digestion that was taken from a chapter in the course
Woloshyn & Stockley, 1995). Concerning more generative textbook. For half of the students, 21 elaborative interrogation
measures, a few studies have also found elaborative-interroga- prompts were interspersed throughout the text (roughly one
tion effects on free-recall tests (e.g., Woloshyn & Stockley, prompt per 150 words), each consisting of a paraphrased state-
1995; Woloshyn et al., 1994), but other studies have not ment from the text followed by “Why is this true?” The
(Dornisch & Sperling, 2006; McDaniel & Donnelly, 1996). remaining students were simply instructed to study the text at
All of the aforementioned measures primarily reflect mem- their own pace, without any prompts. All students then com-
ory for explicitly stated information. Only three studies have pleted 105 true/false questions about the material (none of
used measures tapping comprehension or application of the which were the same as the elaborative-interrogation prompts).
factual information. All three studies reported elaborative- Performance was better for the elaborative-interrogation group
interrogation effects on either multiple-choice or verification than for the control group (76% versus 69%), even after con-
tests that required inferences or higher-level integration trolling for prior knowledge and verbal ability.
(Dornisch & Sperling, 2006; McDaniel & Donnelly, 1996;
Ozgungor & Guthrie, 2004). Ozgungor and Guthrie (2004) 1.4 Issues for implementation. One possible merit of elabo-
also found that elaborative interrogation improved perfor- rative interrogation is that it apparently requires minimal train-
mance on a concept-relatedness rating task (in brief, students ing. In the majority of studies reporting elaborative-interrogation
rated the pairwise relatedness of the key concepts from a pas- effects, learners were given brief instructions and then prac-
sage, and rating coherence was assessed via Pathfinder analy- ticed generating elaborations for 3 or 4 practice facts (some-
ses); however, Dornisch and Sperling (2006) did not find times, but not always, with feedback about the quality of the
significant elaborative-interrogation effects on a problem- elaborations) before beginning the main task. In some studies,
solving test. In sum, whereas elaborative-interrogation effects learners were not provided with any practice or illustrative
on associative memory have been firmly established, the examples prior to the main task. Additionally, elaborative
extent to which elaborative interrogation facilitates recall or interrogation appears to be relatively reasonable with respect
comprehension is less certain. to time demands. Almost all studies set reasonable limits on
Of even greater concern than the limited array of measures the amount of time allotted for reading a fact and for generat-
that have been used is the fact that few studies have examined ing an elaboration (e.g., 15 seconds allotted for each fact).
performance after meaningful delays. Almost all prior studies In one of the few studies permitting self-paced learning, the
have administered outcome measures either immediately or time-on-task difference between the elaborative-interrogation
within a few minutes of the learning phase. Results from the and reading-only groups was relatively minimal (32 minutes
few studies that have used longer retention intervals are prom- vs. 28 minutes; B. L. Smith et al., 2010). Finally, the consis-
ising. Elaborative-interrogation effects have been shown after tency of the prompts used across studies allows for relatively
delays of 1–2 weeks (Scruggs et al., 1994; Woloshyn et al., straightforward recommendations to students about the nature
1994), 1–2 months (Kahl & Woloshyn, 1994; Willoughby, of the questions they should use to elaborate on facts during
Waller, Wood, & MacKinnon, 1993; Woloshyn & Stockley, study.
1995), and even 75 and 180 days (Woloshyn et al., 1994). In With that said, one limitation noted above concerns the
almost all of these studies, however, the delayed test was pre- potentially narrow applicability of elaborative interrogation to
ceded by one or more criterion tests at shorter intervals, intro- discrete factual statements. As Hamilton (1997) noted, “elabo-
ducing the possibility that performance on the delayed test was rative interrogation is fairly prescribed when focusing on a list
contaminated by the practice provided by the preceding tests. of factual sentences. However, when focusing on more com-
Thus, further work is needed before any definitive conclusions plex outcomes, it is not as clear to what one should direct the
can be drawn about the extent to which elaborative interroga- ‘why’ questions” (p. 308). For example, when learning about a
tion produces durable gains in learning. complex causal process or system (e.g., the digestive system),
the appropriate grain size for elaborative interrogation is an
1.3 Effects in representative educational contexts. Con- open question (e.g., should a prompt focus on an entire system
cerning the evidence that elaborative interrogation will or just a smaller part of it?). Furthermore, whereas the facts to
enhance learning in representative educational contexts, few be elaborated are clear when dealing with fact lists, elaborat-
studies have been conducted outside the laboratory. However, ing on facts embedded in lengthier texts will require students
outcomes from a recent study are suggestive (B. L. Smith to identify their own target facts. Thus, students may need
et al., 2010). Participants were undergraduates enrolled in an some instruction about the kinds of content to which
8. Improving Student Achievement 11
elaborative interrogation may be fruitfully applied. Dosage is when the logical rules were instantiated in a set of abstract
also of concern with lengthier text, with some evidence sug- problems presented during a subsequent transfer test, the two
gesting that elaborative-interrogation effects are substantially self-explanation groups substantially outperformed the control
diluted (Callender & McDaniel, 2007) or even reversed (Ram- group (see Fig. 2). In a second experiment, another control
say, Sperling, & Dornisch, 2010) when elaborative-interroga- group was explicitly told about the logical connection between
tion prompts are administered infrequently (e.g., one prompt the concrete practice problems they had just solved and the
every 1 or 2 pages). forthcoming abstract problems, but they fared no better (28%).
As illustrated above, the core component of self-explana-
1.5 Elaborative interrogation: Overall assessment. We rate tion involves having students explain some aspect of their pro-
elaborative interrogation as having moderate utility. Elabora- cessing during learning. Consistent with basic theoretical
tive-interrogation effects have been shown across a relatively assumptions about the related technique of elaborative inter-
broad range of factual topics, although some concerns remain rogation, self-explanation may enhance learning by support-
about the applicability of elaborative interrogation to material ing the integration of new information with existing prior
that is lengthier or more complex than fact lists. Concerning knowledge. However, compared with the consistent prompts
learner characteristics, effects of elaborative interrogation used in the elaborative-interrogation literature, the prompts
have been consistently documented for learners at least as used to elicit self-explanations have been much more variable
young as upper elementary age, but some evidence suggests across studies. Depending on the variation of the prompt used,
that the benefits of elaborative interrogation may be limited the particular mechanisms underlying self-explanation effects
for learners with low levels of domain knowledge. Concerning may differ somewhat. The key continuum along which self-
criterion tasks, elaborative-interrogation effects have been explanation prompts differ concerns the degree to which they
firmly established on measures of associative memory admin- are content-free versus content-specific. For example, many
istered after short delays, but firm conclusions about the extent studies have used prompts that include no explicit mention of
to which elaborative interrogation benefits comprehension or particular content from the to-be-learned materials (e.g.,
the extent to which elaborative-interrogation effects persist “Explain what the sentence means to you. That is, what new
across longer delays await further research. Further research information does the sentence provide for you? And how does
demonstrating the efficacy of elaborative interrogation in rep- it relate to what you already know?”). On the other end of the
resentative educational contexts would also be useful. In sum, continuum, many studies have used prompts that are much
the need for further research to establish the generalizability of more content-specific, such that different prompts are used for
elaborative-interrogation effects is primarily why this tech-
nique did not receive a high-utility rating.
Concurrent Self-Explanation
Retrospective Self-Explanation
2 Self-explanation
No Self-Explanation
2.1 General description of self-explanation and why it 100
should work. In the seminal study on self-explanation, Berry 90
(1983) explored its effects on logical reasoning using the
Problem Solving Accuracy (%)
Wason card-selection task. In this task, a student might see 80
four cards labeled “A,” “4,” “D,” and “3" and be asked to indi- 70
cate which cards must be turned over to test the rule “if a card
60
has A on one side, it has 3 on the other side” (an instantiation
of the more general “if P, then Q” rule). Students were first 50
asked to solve a concrete instantiation of the rule (e.g., flavor 40
of jam on one side of a jar and the sale price on the other);
accuracy was near zero. They then were provided with a mini- 30
mal explanation about how to solve the “if P, then Q” rule and 20
were given a set of concrete problems involving the use of this 10
and other logical rules (e.g., “if P, then not Q”). For this set of
concrete practice problems, one group of students was 0
prompted to self-explain while solving each problem by stat- Concrete Practice Abstract Transfer
ing the reasons for choosing or not choosing each card. Problems Problems
Another group of students solved all problems in the set and Fig. 2. Mean percentage of logical-reasoning problems answered cor-
only then were asked to explain how they had gone about solv- rectly for concrete practice problems and subsequently administered ab-
stract transfer problems in Berry (1983). During a practice phase, learners
ing the problems. Students in a control group were not
self-explained while solving each problem, self-explained after solving all
prompted to self-explain at any point. Accuracy on the prac- problems, or were not prompted to engage in self-explanation. Standard
tice problems was 90% or better in all three groups. However, errors are not available.
9. 12 Dunlosky et al.
different items (e.g., “Why do you calculate the total accept- several studies have used pretests to select participants with
able outcomes by multiplying?” “Why is the numerator 14 and relatively low levels of knowledge or task experience, but no
the denominator 7 in this step?”). For present purposes, we research has systematically examined self-explanation effects
limit our review to studies that have used prompts that are as a function of knowledge level. Concerning ability level,
relatively content-free. Although many of the content-specific Chi, de Leeuw, Chiu, and LaVancher (1994) examined the
prompts do elicit explanations, the relatively structured nature effects of self-explanation on learning from an expository text
of these prompts would require teachers to construct sets of about the circulatory system among participants in their sam-
specific prompts to put into practice, rather than capturing a ple who had received the highest and lowest scores on a mea-
more general technique that students could be taught to use on sure of general aptitude and found gains of similar magnitude
their own. Furthermore, in some studies that have been situ- in each group. In contrast, Didierjean and Cauzinille-Mar-
ated in the self-explanation literature, the nature of the prompts mèche (1997) examined algebra-problem solving in a sample
is functionally more closely aligned with that of practice of ninth graders with either low or intermediate algebra skills,
testing. and they found self-explanation effects only for lower-skill
Even within the set of studies selected for review here, con- students. Further work is needed to establish the generality of
siderable variability remains in the self-explanation prompts self-explanation effects across these important idiographic
that have been used. Furthermore, the range of tasks and mea- dimensions.
sures that have been used to explore self-explanation is quite 2.2c Materials. One of the strengths of the self-explanation
large. Although we view this range as a strength of the litera- literature is that effects have been shown not only across dif-
ture, the variability in self-explanation prompts, tasks, and ferent materials within a task domain but also across several
measures does not easily support a general summative state- different task domains. In addition to the logical-reasoning
ment about the mechanisms that underlie self-explanation problems used by Berry (1983), self-explanation has been
effects. shown to support the solving of other kinds of logic puzzles.
Self-explanation has also been shown to facilitate the solving
2.2 How general are the effects of self-explanation? of various kinds of math problems, including simple addition
2.2a Learning conditions. Several studies have manipulated problems for kindergartners, mathematical-equivalence prob-
other aspects of learning conditions in addition to self- lems for elementary-age students, and algebraic formulas and
explanation. For example, Rittle-Johnson (2006) found that geometric theorems for older learners. In addition to improv-
self-explanation was effective when accompanied by either ing problem solving, self-explanation improved student teach-
direct instruction or discovery learning. Concerning poten- ers’ evaluation of the goodness of practice problems for use
tial moderating factors, Berry (1983) included a group who in classroom instruction. Self-explanation has also helped
self-explained after the completion of each problem rather younger learners overcome various kinds of misconceptions,
than during problem solving. Retrospective self-explanation improving children’s understanding of false belief (i.e., that
did enhance performance relative to no self-explanation, but individuals can have a belief that is different from reality),
the effects were not as pronounced as with concurrent self- number conservation (i.e., that the number of objects in
explanation. Another moderating factor may concern the an array does not change when the positions of those objects
extent to which provided explanations are made available to in the array change), and principles of balance (e.g., that not
learners. Schworm and Renkl (2006) found that self-expla- all objects balance on a fulcrum at their center point). Self-
nation effects were significantly diminished when learners explanation has improved children’s pattern learning and
could access explanations, presumably because learners adults’ learning of endgame strategies in chess. Although most
made minimal attempts to answer the explanatory prompts of the research on self-explanation has involved procedural or
before consulting the provided information (see also Aleven problem-solving tasks, several studies have also shown self-
& Koedinger, 2002). explanation effects for learning from text, including both short
2.2b Student characteristics. Self-explanation effects have narratives and lengthier expository texts. Thus, self-explana-
been shown with both younger and older learners. Indeed, tion appears to be broadly applicable.
self-explanation research has relied much less heavily on sam- 2.2d Criterion tasks. Given the range of tasks and domains in
ples of college students than most other literatures have, with which self-explanation has been investigated, it is perhaps not
at least as many studies involving younger learners as involv- surprising that self-explanation effects have been shown on a
ing undergraduates. Several studies have reported self- wide range of criterion measures. Some studies have shown
explanation effects with kindergartners, and other studies have self-explanation effects on standard measures of memory,
shown effects for elementary school students, middle school including free recall, cued recall, fill-in-the-blank tests, asso-
students, and high school students. ciative matching, and multiple-choice tests tapping explicitly
In contrast to the breadth of age groups examined, the stated information. Studies involving text learning have also
extent to which the effects of self-explanation generalize shown effects on measures of comprehension, including dia-
across different levels of prior knowledge or ability has not gram-drawing tasks, application-based questions, and tasks in
been sufficiently explored. Concerning knowledge level, which learners must make inferences on the basis of
10. Improving Student Achievement 13
information implied but not explicitly stated in a text. Across R. M. F. Wong et al. (2002) presented ninth-grade students
those studies involving some form of problem-solving task, in a geometry class with a theorem from the course textbook
virtually every study has shown self-explanation effects on that had not yet been studied in class. During the initial learn-
near-transfer tests in which students are asked to solve prob- ing session, students were asked to think aloud while studying
lems that have the same structure as, but are nonidentical to, the relevant material (including the theorem, an illustration of
the practice problems. Additionally, self-explanation effects its proof, and an example of an application of the theorem to a
on far-transfer tests (in which students are asked to solve prob- problem). Half of the students were specifically prompted to
lems that differ from practice problems not only in their sur- self-explain after every 1 or 2 lines of new information (e.g.,
face features but also in one or more structural aspects) have “What parts of this page are new to me? What does the state-
been shown for the solving of math problems and pattern ment mean? Is there anything I still don’t understand?”),
learning. Thus, self-explanation facilitates an impressive range whereas students in a control group received nonspecific
of learning outcomes. instructions that simply prompted them to think aloud during
In contrast, the durability of self-explanation effects is woe- study. The following week, all students received a basic review
fully underexplored. Almost every study to date has adminis- of the theorem and completed the final test the next day. Self-
tered criterion tests within minutes of completion of the explanation did not improve performance on near-transfer
learning phase. Only five studies have used longer retention questions but did improve performance on far-transfer
intervals. Self-explanation effects persisted across 1–2 day questions.
delays for playing chess endgames (de Bruin, Rikers, &
Schmidt, 2007) and for retention of short narratives (Magliano, 2.4 Issues for implementation. As noted above, a particular
Trabasso, & Graesser, 1999). Self-explanation effects per- strength of the self-explanation strategy is its broad applicabil-
sisted across a 1-week delay for the learning of geometric ity across a range of tasks and content domains. Furthermore,
theorems (although an additional study session intervened in almost all of the studies reporting significant effects of self-
between initial learning and the final test; R. M. F. Wong, explanation, participants were provided with minimal instruc-
Lawson, & Keeves, 2002) and for learning from a text on the tions and little to no practice with self-explanation prior to
circulatory system (although the final test was an open-book completing the experimental task. Thus, most students appar-
test; Chi et al., 1994). Finally, Rittle-Johnson (2006) reported ently can profit from self-explanation with minimal training.
significant effects on performance in solving math problems However, some students may require more instruction to
after a 2-week delay; however, the participants in this study successfully implement self-explanation. In a study by Didier-
also completed an immediate test, thus introducing the possi- jean and Cauzinille-Marmèche (1997), ninth graders with
bility that testing effects influenced performance on the poor algebra skills received minimal training prior to engaging
delayed test. Taken together, the outcomes of these few studies in self-explanation while solving algebra problems; analysis
are promising, but considerably more research is needed of think-aloud protocols revealed that students produced many
before confident conclusions can be made about the longevity more paraphrases than explanations. Several studies have
of self-explanation effects. reported positive correlations between final-test performance
and both the quantity and quality of explanations generated by
2.3 Effects in representative educational contexts. Con- students during learning, further suggesting that the benefit of
cerning the strength of the evidence that self-explanation will self-explanation might be enhanced by teaching students how
enhance learning in educational contexts, outcomes from two to effectively implement the self-explanation technique (for
studies in which participants were asked to learn course-relevant examples of training methods, see Ainsworth & Burcham,
content are at least suggestive. In a study by Schworm and 2007; R. M. F. Wong et al., 2002). However, in at least some
Renkl (2006), students in a teacher-education program learned of these studies, students who produced more or better-quality
how to develop example problems to use in their classrooms self-explanations may have had greater domain knowledge; if
by studying samples of well-designed and poorly designed so, then further training with the technique may not have ben-
example problems in a computer program. On each trial, stu- efited the more poorly performing students. Investigating the
dents in a self-explanation group were prompted to explain contribution of these factors (skill at self-explanation vs.
why one of two examples was more effective than the other, domain knowledge) to the efficacy of self-explanation will
whereas students in a control group were not prompted to self- have important implications for how and when to use this
explain. Half of the participants in each group were also given technique.
the option to examine experimenter-provided explanations on An outstanding issue concerns the time demands associated
each trial. On an immediate test in which participants selected with self-explanation and the extent to which self-explanation
and developed example problems, the self-explanation group effects may have been due to increased time on task. Unfortu-
outperformed the control group. However, this effect was lim- nately, few studies equated time on task when comparing self-
ited to students who had not been able to view provided expla- explanation conditions to control conditions involving other
nations, presumably because students made minimal attempts strategies or activities, and most studies involving self-paced
to self-explain before consulting the provided information. practice did not report participants’ time on task. In the few
11. 14 Dunlosky et al.
studies reporting time on task, self-paced administration usu- accomplishing these goals involves having students write
ally yielded nontrivial increases (30–100%) in the amount of summaries of to-be-learned texts. Successful summaries iden-
time spent learning in the self-explanation condition relative tify the main points of a text and capture the gist of it while
to other conditions, a result that is perhaps not surprising, excluding unimportant or repetitive material (A. L. Brown,
given the high dosage levels at which self-explanation was Campione, & Day, 1981). Although learning to construct
implemented. For example, Chi et al. (1994) prompted learn- accurate summaries is often an instructional goal in its own
ers to self-explain after reading each sentence of an expository right (e.g., Wade-Stein & Kintsch, 2004), our interest here
text, which doubled the amount of time the group spent study- concerns whether doing so will boost students’ performance
ing the text relative to a rereading control group (125 vs. 66 on later criterion tests that cover the target material.
minutes, respectively). With that said, Schworm and Renkl
(2006) reported that time on task was not correlated with per- 3.1 General description of summarization and why it
formance across groups, and Ainsworth and Burcham (2007) should work. As an introduction to the issues relevant to sum-
reported that controlling for study time did not eliminate marization, we begin with a description of a prototypical
effects of self-explanation. experiment. Bretzing and Kulhavy (1979) had high school
Within the small number of studies in which time on juniors and seniors study a 2,000-word text about a fictitious
task was equated, results were somewhat mixed. Three studies tribe of people. Students were assigned to one of five learning
equating time on task reported significant effects of self- conditions and given up to 30 minutes to study the text. After
explanation (de Bruin et al., 2007; de Koning, Tabbers, Rikers, reading each page, students in a summarization group were
& Paas, 2011; O’Reilly, Symons, & MacLatchy-Gaudet, instructed to write three lines of text that summarized the main
1998). In contrast, Matthews and Rittle-Johnson (2009) had points from that page. Students in a note-taking group received
one group of third through fifth graders practice solving math similar instructions, except that they were told to take up to
problems with self-explanation and a control group solve three lines of notes on each page of text while reading. Stu-
twice as many practice problems without self-explanation; the dents in a verbatim-copying group were instructed to locate
two groups performed similarly on a final test. Clearly, further and copy the three most important lines on each page. Students
research is needed to establish the bang for the buck provided in a letter-search group copied all the capitalized words in the
by self-explanation before strong prescriptive conclusions can text, also filling up three lines. Finally, students in a control
be made. group simply read the text without recording anything. (A sub-
set of students from the four conditions involving writing were
2.5 Self-explanation: Overall assessment. We rate self- allowed to review what they had written, but for present pur-
explanation as having moderate utility. A major strength of poses we will focus on the students who did not get a chance to
this technique is that its effects have been shown across differ- review before the final test.) Students were tested either shortly
ent content materials within task domains as well as across after learning or 1 week later, answering 25 questions that
several different task domains. Self-explanation effects have required them to connect information from across the text. On
also been shown across an impressive age range, although fur- both the immediate and delayed tests, students in the summari-
ther work is needed to explore the extent to which these effects zation and note-taking groups performed best, followed by the
depend on learners’ knowledge or ability level. Self-explana- students in the verbatim-copying and control groups, with the
tion effects have also been shown across an impressive range worst performance in the letter-search group (see Fig. 3).
of learning outcomes, including various measures of memory, Bretzing and Kulhavy’s (1979) results fit nicely with the
comprehension, and transfer. In contrast, further research is claim that summarization boosts learning and retention
needed to establish the durability of these effects across educa- because it involves attending to and extracting the higher-level
tionally relevant delays and to establish the efficacy of self- meaning and gist of the material. The conditions in the experi-
explanation in representative educational contexts. Although ment were specifically designed to manipulate how much stu-
most research has shown effects of self-explanation with mini- dents processed the texts for meaning, with the letter-search
mal training, some results have suggested that effects may be condition involving shallow processing of the text that did not
enhanced if students are taught how to effectively implement require learners to extract its meaning (Craik & Lockhart,
the self-explanation strategy. One final concern has to do with 1972). Summarization was more beneficial than that shallow
the nontrivial time demands associated with self-explanation, task and yielded benefits similar to those of note-taking,
at least at the dosages examined in most of the research that another task known to boost learning (e.g., Bretzing & Kul-
has shown effects of this strategy. havy, 1981; Crawford, 1925a, 1925b; Di Vesta & Gray, 1972).
More than just facilitating the extraction of meaning, however,
summarization should also boost organizational processing,
3 Summarization given that extracting the gist of a text requires learners to
Students often have to learn large amounts of information, connect disparate pieces of the text, as opposed to simply
which requires them to identify what is important and how dif- evaluating its individual components (similar to the way in
ferent ideas connect to one another. One popular technique for which note-taking affords organizational processing; Einstein,
12. Improving Student Achievement 15
Summarization A lot of research has involved summarization in some form,
yet whereas some evidence demonstrates that summarization
Note-Taking
works (e.g., L. W. Brooks, Dansereau, Holley, & Spurlin,
Verbatim 1983; Doctorow, Wittrock, & Marks, 1978), T. H. Anderson
Letter Search and Armbruster’s (1984) conclusion that “research in support
Control
of summarizing as a studying activity is sparse indeed”
16
(p. 670) is not outmoded. Instead of focusing on discovering
14 when (and how) summarization works, by itself and without
training, researchers have tended to explore how to train stu-
dents to write better summaries (e.g., Friend, 2001; Hare &
Number Correct (out of 25)
12
Borchardt, 1984) or to examine other benefits of training the
10 skill of summarization. Still others have simply assumed that
summarization works, including it as a component in larger
8 interventions (e.g., Carr, Bigler, & Morningstar, 1991; Lee,
Lim, & Grabowski, 2010; Palincsar & Brown, 1984; Spörer,
6
Brunstein, & Kieschke, 2009). When collapsing across find-
4
ings pertaining to all forms of summarization, summarization
appears to benefit students, but the evidence for any one
2 instantiation of the strategy is less compelling.
The focus on training students to summarize reflects the
0 belief that the quality of summaries matters. If a summary does
Immediate Test Delayed Test not emphasize the main points of a text, or if it includes incor-
Fig. 3. Mean number of correct responses on a test occurring shortly rect information, why would it be expected to benefit learning
after study as a function of test type (immediate or delayed) and learning and retention? Consider a study by Bednall and Kehoe (2011,
condition in Bretzing and Kulhavy (1979). Error bars represent standard Experiment 2), in which undergraduates studied six Web units
errors.
that explained different logical fallacies and provided examples
of each. Of interest for present purposes are two groups: a con-
trol group who simply read the units and a group in which stu-
Morris, & Smith, 1985). One last point should be made about dents were asked to summarize the material as if they were
the results from Bretzing and Kulhavy (1979)—namely, that explaining it to a friend. Both groups received the following
summarization and note-taking were both more beneficial tests: a multiple-choice quiz that tested information directly
than was verbatim copying. Students in the verbatim-copying stated in the Web unit; a short-answer test in which, for each of
group still had to locate the most important information in the a list of presented statements, students were required to name
text, but they did not synthesize it into a summary or rephrase the specific fallacy that had been committed or write “not a fal-
it in their notes. Thus, writing about the important points in lacy” if one had not occurred; and, finally, an application test
one’s own words produced a benefit over and above that of that required students to write explanations of logical fallacies
selecting important information; students benefited from the in examples that had been studied (near transfer) as well as
more active processing involved in summarization and note- explanations of fallacies in novel examples (far transfer). Sum-
taking (see Wittrock, 1990, and Chi, 2009, for reviews of marization did not benefit overall performance, but the research-
active/generative learning). These explanations all suggest ers noticed that the summaries varied a lot in content; for one
that summarization helps students identify and organize the studied fallacy, only 64% of the summaries included the correct
main ideas within a text. definition. Table 3 shows the relationships between summary
So how strong is the evidence that summarization is a ben- content and later performance. Higher-quality summaries that
eficial learning strategy? One reason this question is difficult contained more information and that were linked to prior knowl-
to answer is that the summarization strategy has been imple- edge were associated with better performance.
mented in many different ways across studies, making it diffi- Several other studies have supported the claim that the
cult to draw general conclusions about its efficacy. Pressley quality of summaries has consequences for later performance.
and colleagues described the situation well when they noted Most similar to the Bednall and Kehoe (2011) result is Ross
that “summarization is not one strategy but a family of strate- and Di Vesta’s (1976) finding that the length (in words) of an
gies” (Pressley, Johnson, Symons, McGoldrick, & Kurita, oral summary (a very rough indicator of quality) correlated
1989, p. 5). Depending on the particular instructions given, stu- with later performance on multiple-choice and short-answer
dents’ summaries might consist of single words, sentences, or questions. Similarly, Dyer, Riley, and Yekovich (1979) found
longer paragraphs; be limited in length or not; capture an entire that final-test questions were more likely to be answered cor-
text or only a portion of it; be written or spoken aloud; or be rectly if the information needed to answer them had been
produced from memory or with the text present. included in an earlier summary. Garner (1982) used a different
13. 16 Dunlosky et al.
Table 3. Correlations between Measures of Summary Quality and Later Test Performance (from
Bednall & Kehoe, 2011, Experiment 2)
Test
Multiple-choice test Short-answer test
Measure of summary quality (factual knowledge) (identification) Application test
Number of correct definitions .42* .43* .52*
Amount of extra information .31* .21* .40*
Note. Asterisks indicate correlations significantly greater than 0. “Amount of extra information” refers to the
number of summaries in which a student included information that had not been provided in the studied mate-
rial (e.g., an extra example).
method to show that the quality of summaries matters: Under- not been included in summaries). More generally, some stud-
graduates read a passage on Dutch elm disease and then wrote ies have shown benefits from summarizing an absent text
a summary at the bottom of the page. Five days later, the stu- (e.g., Ross & Di Vesta, 1976), but some have not (e.g., M. C.
dents took an old/new recognition test; critical items were new M. Anderson & Thiede, 2008, and Thiede & Anderson, 2003,
statements that captured the gist of the passage (as in Brans- found no benefits of summarization on test performance). The
ford & Franks, 1971). Students who wrote better summaries answer to whether studied text should be present during sum-
(i.e., summaries that captured more important information) marization is most likely a complicated one, and it may depend
were more likely to falsely recognize these gist statements, a on people’s ability to summarize when the text is absent.
pattern suggesting that the students had extracted a higher- 3.2b Student characteristics. Benefits of summarization have
level understanding of the main ideas of the text. primarily been observed with undergraduates. Most of the
research on individual differences has focused on the age of
3.2 How general are the effects of summarization? students, because the ability to summarize develops with age.
3.2a Learning conditions. As noted already, many different Younger students struggle to identify main ideas and tend to
types of summaries can influence learning and retention; sum- write lower-quality summaries that retain more of the original
marization can be simple, requiring the generation of only a wording and structure of a text (e.g., A. L. Brown & Day,
heading (e.g., L. W. Brooks et al., 1983) or a single sentence 1983; A. L. Brown, Day, & Jones, 1983). However, younger
per paragraph of a text (e.g., Doctorow et al., 1978), or it can be students (e.g., middle school students) can benefit from sum-
as complicated as an oral presentation on an entire set of stud- marization following extensive training (e.g., Armbruster,
ied material (e.g., Ross & Di Vesta, 1976). Whether it is better Anderson, & Ostertag, 1987; Bean & Steenwyk, 1984). For
to summarize smaller pieces of a text (more frequent summari- example, consider a successful program for sixth-grade stu-
zation) or to capture more of the text in a larger summary (less dents (Rinehart, Stahl, & Erickson, 1986). Teachers received
frequent summarization) has been debated (Foos, 1995; Spur- 90 minutes of training so that they could implement summari-
lin, Dansereau, O’Donnell, & Brooks, 1988). The debate zation training in their classrooms; students then completed
remains unresolved, perhaps because what constitutes the most five 45- to 50-minute sessions of training. The training
effective summary for a text likely depends on many factors reflected principles of direct instruction, meaning that students
(including students’ ability and the nature of the material). were explicitly taught about the strategy, saw it modeled, prac-
One other open question involves whether studied material ticed it and received feedback, and eventually learned to moni-
should be present during summarization. Hidi and Anderson tor and check their work. Students who had received the
(1986) pointed out that having the text present might help the training recalled more major information from a textbook
reader to succeed at identifying its most important points as chapter (i.e., information identified by teachers as the most
well as relating parts of the text to one another. However, sum- important for students to know) than did students who had not,
marizing a text without having it present involves retrieval, and this benefit was linked to improvements in note-taking.
which is known to benefit memory (see the Practice Testing Similar training programs have succeeded with middle school
section of this monograph), and also prevents the learner from students who are learning disabled (e.g., Gajria & Salvia,
engaging in verbatim copying. The Dyer et al. (1979) study 1992; Malone & Mastropieri, 1991), minority high school stu-
described earlier involved summarizing without the text pres- dents (Hare & Borchardt, 1984), and underprepared college
ent; in this study, no overall benefit from summarizing students (A. King, 1992).
occurred, even though information that had been included in Outcomes of two other studies have implications for the
summaries was benefited (overall, this benefit was overshad- generality of the summarization strategy, as they involve indi-
owed by costs to the greater amount of information that had vidual differences in summarization skill (a prerequisite for
14. Improving Student Achievement 17
using the strategy). First, both general writing skill and interest tap different categories of learning within Bloom et al.’s
in a topic have been linked to summarization ability in seventh (1956) taxonomy. One week after learning, students who had
graders (Head, Readence, & Buss, 1989). Writing skill was summarized performed no differently than students in a con-
measured via performance on an unrelated essay, and interest trol group who had only read the passages in answering ques-
in the topic (American history) was measured via a survey that tions that tapped a basic level of knowledge (fact and
asked students how much they would like to learn about each comprehension questions). Students benefited from summari-
of 25 topics. Of course, interest may be confounded with zation when the questions required the application or analysis
knowledge about a topic, and knowledge may also contribute of knowledge, but summarization led to worse performance on
to summarization skill. Recht and Leslie (1988) showed that evaluation and synthesis questions. These results need to be
seventh- and eighth-grade students who knew a lot about base- replicated, but they highlight the need to assess the conse-
ball (as measured by a pretest) were better at summarizing a quences of summarization on the performance of tasks that
625-word passage about a baseball game than were students measure various levels of Bloom’s taxonomy.
who knew less about baseball. This finding needs to be repli- Across studies, results have also indicated that summariza-
cated with different materials, but it seems plausible that stu- tion helps later performance on generative measures (e.g., free
dents with more domain-relevant knowledge would be better recall, essays) more than it affects performance on multiple-
able to identify the main points of a text and extract its gist. choice or other measures that do not require the student to pro-
The question is whether domain experts would benefit from duce information (e.g., Bednall & Kehoe, 2011; L. W. Brooks
the summarization strategy or whether it would be redundant et al., 1983; J. R. King, Biggs, & Lipsky, 1984). Because sum-
with the processing in which these students would spontane- marizing requires production, the processing involved is likely
ously engage. a better match to generative tests than to tests that depend on
3.2c Materials. The majority of studies have used prose pas- recognition.
sages on such diverse topics as a fictitious primitive tribe, des- Unfortunately, the one study we found that used a high-
ert life, geology, the blue shark, an earthquake in Lisbon, the stakes test did not show a benefit from summarization training
history of Switzerland, and fictional stories. These passages (Brozo, Stahl, & Gordon, 1985). Of interest for present pur-
have ranged in length from a few hundred words to a few thou- poses were two groups in the study, which was conducted with
sand words. Other materials have included Web modules and college students in a remedial reading course who received
lectures. For the most part, characteristics of materials have training either in summarization or in self-questioning (in the
not been systematically manipulated, which makes it difficult self-questioning condition, students learned to write multiple-
to draw strong conclusions about this factor, even though 15 choice comprehension questions). Training lasted for 4 weeks;
years have passed since Hidi and Anderson (1986) made an each week, students received approximately 4 to 5 hours of
argument for its probable importance. As discussed in Yu instruction and practice that involved applying the techniques
(2009), it makes sense that the length, readability, and organi- to 1-page news articles. Of interest was the students’ perfor-
zation of a text might all influence a reader’s ability to sum- mance on the Georgia State Regents’ examination, which
marize it, but these factors need to be investigated in studies involves answering multiple-choice reading-comprehension
that manipulate them while holding all other factors constant questions about passages; passing this exam is a graduation
(as opposed to comparing texts that vary along multiple requirement for many college students in the University Sys-
dimensions). tem of Georgia (see http://www2.gsu.edu/~wwwrtp/). Students
3.2d Criterion tasks. The majority of summarization studies also took a practice test before taking the actual Regents’ exam.
have examined the effects of summarization on either reten- Unfortunately, the mean scores for both groups were at or
tion of factual details or comprehension of a text (often requir- below passing, for both the practice and actual exams. How-
ing inferences) through performance on multiple-choice ever, the self-questioning group performed better than the sum-
questions, cued recall questions, or free recall. Other benefits marization group on both the practice test and the actual
of summarization include enhanced metacognition (with text- Regents’ examination. This study did not report pretraining
absent summarization improving the extent to which readers scores and did not include a no-training control group, so some
can accurately evaluate what they do or do not know; M. C. M. caution is warranted in interpreting the results. However, it
Anderson & Thiede, 2008; Thiede & Anderson, 2003) and emphasizes the need to establish that outcomes from basic lab-
improved note-taking following training (A. King, 1992; oratory work generalize to actual educational contexts and sug-
Rinehart et al., 1986). gests that summarization may not have the same influence in
Whereas several studies have shown benefits of summari- both contexts.
zation (sometimes following training) on measures of applica- Finally, concerning test delays, several studies have indi-
tion (e.g., B. Y. L. Wong, Wong, Perry, & Sawatsky, 1986), cated that when summarization does boost performance, its
others have failed to find such benefits. For example, consider effects are relatively robust over delays of days or weeks (e.g.,
a study in which L. F. Annis (1985) had undergraduates read a Bretzing & Kulhavy, 1979; B. L. Stein & Kirby, 1992). Simi-
passage on an earthquake and then examined the consequences larly, benefits of training programs have persisted several
of summarization for performance on questions designed to weeks after the end of training (e.g., Hare & Borchardt, 1984).