Abstract
In this experiment we investigated the effect(s) on content comprehension of studying using different levels of elaborative rehearsals. The elaborative methods examined involved studying an article and then preparing and giving a 3- to 4-min presentation from either the first-person or the third-person perspective. A third (control) condition involved study only. A 17-item multiplechoice test was given during the following class period to assess the subjects’ content comprehension for the article. The same test was readministered 2 weeks later to assess long-term content comprehension. Analysis of variance yielded significance for the groups factor for both test administrations. Specific contrast effects indicated that both the first- and third-person conditions produced significantly better content comprehension on the original testing occasion, whereas the third-person condition produced significantly greater content comprehension on the second testing occasion.
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Kixmiller, J.S., Wann, D.L., Grover, C.A. et al. Effect of elaboration levels on content comprehension. Bull. Psychon. Soc. 26, 32–33 (1988). https://doi.org/10.3758/BF03334852
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DOI: https://doi.org/10.3758/BF03334852