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

Woloshyn, Vera E.; Pressley, Michael; Schneider, Wolfgang

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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: https://hdl.handle.net/11858/00-001M-0000-0010-B010-A Version Permalink: https://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: Date issued: 1992

Publication Status: Issued

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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: -