TY - JOUR
T1 - Effects of Prior Knowledge on the Generation Advantage
T2 - Calculators Versus Calculation to Learn Simple Multiplication
AU - McNamara, Danielle S.
PY - 1995/6
Y1 - 1995/6
N2 - Elementary school children learned simple multiplication by generating (i.e., computing the answers) or reading (i.e., reading the answers from a calculator display). The children were given a pretest, read or generate training, a posttest, and a retention test after 2 weeks. Read training involved approximately half as much training time compared with generate training and was moderately effective. In terms of accuracy, generate training effectiveness depended on children's prior knowledge of multiplication. It was highly effective for low-knowledge children and ineffective for high-knowledge children. In terms of test time, read children showed a loss in efficiency after the 2-week delay compared with the generate children who showed no loss. The results are explained in terms of a procedural account of the generation advantage, and instructional applications are discussed.
AB - Elementary school children learned simple multiplication by generating (i.e., computing the answers) or reading (i.e., reading the answers from a calculator display). The children were given a pretest, read or generate training, a posttest, and a retention test after 2 weeks. Read training involved approximately half as much training time compared with generate training and was moderately effective. In terms of accuracy, generate training effectiveness depended on children's prior knowledge of multiplication. It was highly effective for low-knowledge children and ineffective for high-knowledge children. In terms of test time, read children showed a loss in efficiency after the 2-week delay compared with the generate children who showed no loss. The results are explained in terms of a procedural account of the generation advantage, and instructional applications are discussed.
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U2 - 10.1037/0022-0663.87.2.307
DO - 10.1037/0022-0663.87.2.307
M3 - Article
AN - SCOPUS:21844501906
SN - 0022-0663
VL - 87
SP - 307
EP - 318
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 2
ER -