Abstract:
Self-generating questions as a study strategy has demonstrated benefits for retaining information in the short-term. However, studies investigating its effects in the long term have been quite limited. Furthermore, concept mapping has been shown to facilitate deeper learning by promoting the organization of information. The present study, therefore, incorporated concept mapping and self-generating questions, in an effort to investiage the effects of elabortive and generative forms of learning on retention of informaton in the long-term. The effects of both self-generating questions and concept mapping on learning were examined. The interaction between the two learning strategies was also investigated. Results were examined immediately following the intervention and after a delay. The results indicated that concept mapping provided greater benefiits for retention in the long term when compared to studying the text, generating questions and the interaction (concept mapping and generating quesitons).
