Effects of Giving Prompts and Asking for Self-Explanation Depend on the Students' Need for Cognition

촉진질문 제공과 자기설명 지시가 기억과 이해에 미치는 영향: 인지욕구와의 상호작용

  • Do, Kyung-Soo (Department of Human Resource Development, Sungkyunkwan University) ;
  • Lee, Hyo-Hee (Department of Human Resource Development, Sungkyunkwan University)
  • 도경수 (성균관대학교 인재개발학과/심리학과) ;
  • 이효희 (성균관대학교 인재개발학과/심리학과)
  • Received : 2012.02.28
  • Accepted : 2012.06.21
  • Published : 2012.06.30

Abstract

A three factor experiment was conducted to explore the effects of giving prompts and asking for self explanation and the modulating effect of the need for cognition (NC) on the two interventions. The effects of giving prompts and asking for self explanation were different depending on the task and the level of need for cognition. Participants of low NC conditions showed the prompt effect and the self explanation effect in the memory tests. On the other hand, participants in the high NC conditions performed better in the comprehension test when they were given prompts and were asked to self explain. However, high NC participants performed worse when they were asked to self explain without providing the prompts. The results were interpreted to suggest the importance of detecting the right parts in getting the self explanation effect.