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  Elaborative-interrogation and prior-knowledge effects on learning of facts

Woloshyn, V. E., Pressley, M., & Schneider, W. (1992). Elaborative-interrogation and prior-knowledge effects on learning of facts. Journal of Educational Psychology, 84(1), 115-123.

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Item Permalink: http://hdl.handle.net/11858/00-001M-0000-0010-B010-A Version Permalink: http://hdl.handle.net/11858/00-001M-0000-002B-F4C5-4
Genre: Journal Article

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 Creators:
Woloshyn, Vera E., Author
Pressley, Michael, Author
Schneider, Wolfgang1, Author              
Affiliations:
1MPI for Psychological Research (Munich, -2003), The Prior Institutes, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_634573              

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Language(s): eng - English
 Dates: 1992
 Publication Status: Published in print
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 Identifiers: eDoc: 393316
Other: P4647
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Title: Journal of Educational Psychology
Source Genre: Journal
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Pages: - Volume / Issue: 84 (1) Sequence Number: - Start / End Page: 115 - 123 Identifier: -