Year: 2007
Type: article
Abstract: Research conducted in the laboratory and classroom has repeatedly found that self-explaining is a useful, self-directed learning strategy.Although the self-explanation effect has been replicated several times, the sources for its effectiveness are still under investigation.The present study attempts to address the question: Why does self-explaining work?Two alternative proposals are contrasted.The content account proposes that self-explaining is effective because of the additional information to which the learner is exposed.Alternatively, the generation account suggests that it is the activity of producing an explanation that is effective.The evidence, taken from learning curves collected in the classroom, predominantly supports the generation account of self-explanation, which highlights the benefit of actively processing the learning material, instead of simply attending to it.
Authors: Robert G. M. Hausmann, Kurt VanLehn
Institution: University of Pittsburgh
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: National Science Foundation
OpenAlex ID: W1591607825