USE OF ELABORATIVE INTERROGATION TO HELP STUDENTS ACQUIRE INFORMATION CONSISTENT WITH PRIOR KNOWLEDGE AND INFORMATION INCONSISTENT WITH PRIOR KNOWLEDGE

Thirty-two factual statements were processed by 140 6th and 7th graders. Half of the statements were consistent with the Ss' prior knowledge, whereas the remaining facts were inconsistent with the Ss' prior knowledge. Half of the Ss were instructed to read the sentences for understanding (reading controls). The remaining Ss were instructed to use their prior knowledge to answer why each fact was true (elaborative interrogation). Two tests of recall (free and cued) and 2 tests of recognition (immediate and 14-day) followed. In Experiment 2, Ss also completed 75-day and 180-day recognition tasks. Across all memory measures, elaborative-interrogation Ss performed significantly better than did reading controls. In general, the quality of the elaborative-interrogation study responses did not affect learning. All Ss recognized more prior-knowledge-consistent facts than prior-knowledge-inconsistent facts.