Abstract
This research attempted to replicate and extend results from a previous study examining the effects on achievement of generating summaries or analogies while reading a lengthy text. A total of 111 undergraduate students were randomly assigned to paired or individual conditions and to a control group or one of two experimental treatments: summaries or analogies. Post-test achievement was higher for students who generated summaries than for students who generated analogies. Furthermore, students scored significantly higher working alone than in pairs. Implications for using generative learning strategies and small group learning methods are discussed.
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