ELABORATIVE VERBAL REHEARSALS AND COLLEGE-STUDENTS COGNITIVE PERFORMANCE

Two experiments were conducted to determine the potential of elaborati ve verbal rehearsal (EVR) as a learning strategy for high-risk college students. In Experiment 1, a correlational inquiry was used to explor e the relation between Ss' EVRs and their overall test performance. Si xty-four Ss studied an extended text, prepared an EVR, and then took t he test. There were significant correlations between the quality of Ss ' EVRs and their overall test performance. In Experiment 2, 50 Ss were trained to produce either EVRs or verbatim rehearsals and then took t he same test in immediate and delayed conditions. The EVR Ss performed significantly better on almost every variable. EVRs appear to be a po werful learning strategy for high-risk students.