Self-explanation

Moore method

Elaborative verbal rehearsal

Chi, M. T. H., De Leeuw, N., Chiu, M.-H., & Lavancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439–477

Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145–182

Wade-Stein, D., & Kintsch, E. (2004). Summary Street: Interactive Computer Support for Writing. Cognition and Instruction, 22(3), 333–362

# Self-explanation effect

Students who explain what they’re learning to themselves ([[zCQYRYZTQRmrR4bFGCzCMkR:::Self-explanation]]) perform better in subsequent recall, comprehension, and application tests. See main article [[zCQYRYZTQRmrR4bFGCzCMkR:::Self-explanation]] for more.

Presumably related to [[z26C6ing3sqiZMHRVFuT6xn:::Generation effect]], [[zXA8c6XtMLgRCGwJFGnZUvw:::Retrieval practice]], and [[z9Uq4yzBT1QaBU8twwyvm7P:::Elaborative encoding]].






