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Learning with analogy and elaborative interrogation
Journal of Educational Psychology
Previous work has found that embedding analogy in a text improves accurate inferencing, but at the expense of factual learning of newly learned scientific concepts. This study explored the possibility of eliminating the decrease in factual learning by combining analogy with key-word highlighting, pictorial schematics, or elaborative interrogation. Schematics had no effect on either factual or inference learning. Combining key-word highlighting with analogy increased factual learning to levelsdoi:10.1037//0022-06188.8.131.528 fatcat:zotzgbhgy5a35o3s7gorzdxxhu