Description
The present studies experimentally compared the effectiveness of self-explaining versus taking notes for improving comprehension of a difficult science among readers who varied in prior knowledge, reading skill, and later vocabulary skill. Study 1 (N = 70) examined how instructions to simply “note-take” or “self-explain” influenced text-based and inferential comprehension.
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- Goblirsch, Emily (Author)
- McNamara, Danielle (Thesis director)
- Butterfuss, Reese (Committee member)
- Barrett, The Honors College (Contributor)
- Department of English (Contributor)
- Department of Psychology (Contributor)
- Historical, Philosophical & Religious Studies, Sch (Contributor)
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2022-05
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