Abstract
Two promising instructional paradigms are elaboration and overt rehearsal. In a study with both theoretical and curriculum-development implications, these two instructional paradigms were compared for facilitation of kindergarteners’ retention of shape names. Elaboration refers to the association of two unconnected stimuli (a shape name and a common object) in a meaningful context (a familiar story). Induced overt rehearsal involves repetition of the shape names. A third condition, which held other elements of instruction constant, served as control.
The results indicated that superior long-term retention was produced in the elaboration condition if the effects of initial acquisition (short-term retention) were statistically removed. A similar result was obtained for intermediate-term retention. Analysis of short-term data suggested acquisition was complexly affected by experimental condition, IQ, and task. In general, elaboration promoted better long-term retention even though some IQ groups learned more initially in the rehearsal condition.
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