Differences in the precision of self-generated elaborations


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Abstract

Two experiments (a) investigated the types of elaborations produced by 57 5th graders who varied according to academic successfulness (as determined by their scores on the Reading and Language subtests of the Comprehensive Tests of Basic Skills) and (b) assessed the effects of different types of S-generated elaborations on retention. Results of Exp I indicate that the precision of Ss' self-generated elaborations had powerful effects on retention and that academically successful 5th graders spontaneously produced a greater number of precise elaborations than their less successful peers. Results of Exp II indicate that less successful Ss who received appropriate training showed a large increase in the precision of their elaborations and in their performance on a memory test. (12 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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