Training of 24 students in mental elaboration was attempted using strategies analogous to the four developmentally keyed conditions necessary to evoke elaboration. Memorization times, corrected for pretest results, were generally similar across all conditions, suggesting that developmental and training keyed conditions are not identical. However, the occurrence of increased score variability and longer posttest than pretest scores, while indicating an effect of training, also clearly cautions that training should be matched to learners' strategies as well as task requirements.
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