Elaboration-based learning strategies: Powerful theory = powerful application

Abstract

Elaboration in learning involves meaning-enhancing additions, constructions, or generations that improve one's memory for what is being learned. Over the last quarter of a century, cognitive psychologists have provided theoretical accounts for a rich variety of elaboration phenomena. The cumulative effect of this systematic theory building has been to yield a number of potentially powerful educational applications that lend themselves to direct empirical validation. Combining the cognitive components of elaboration with relevant metacognitive components, educational researchers have begun to devise pedagogically sound strategies and strategy-training programs. These elaboration-based strategies have been found to facilitate students' performances in a variety of school-learning content areas and tasks, ranging from memory for simple factual material to the processing of complex prose passages. In addition, the ingredients required for student-controlled use and transfer of such strategies are becoming better understood. In this article, the productive history of elaboration theory and application is summarized.