LEARNING WITH ANALOGY AND ELABORATIVE INTERROGATION

Previous work has found that embedding analogy in a text. improves acc urate inferencing, but at the expense of factual learning of newly lea rned scientific concepts. This study explored the possibility of elimi nating the decrease in factual learning by combining analogy with keyw ord highlighting, pictorial schematics, or elaborative interrogation. Schematics had no effect on either factual or inference learning. Comb ining key-word highlighting with analogy increased factual learning to levels comparable with those found in the literal-text conditions, El aborative interrogation produced robust gains in both factual and infe rence learning, regardless of whether the technique was combined with analogy, These results represent an extension of the situations in whi ch elaborative interrogation produces potent learning benefits and emp hasizes its potential over alternative instructional methods.