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Journal Article

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

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Schneider,  Wolfgang
MPI for Psychological Research (Munich, -2003), The Prior Institutes, MPI for Human Cognitive and Brain Sciences, Max Planck Society;

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Citation

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.


Cite as: https://hdl.handle.net/11858/00-001M-0000-0010-B010-A
Abstract