ABSTRACT
Asking students to generate explanations is a recommended study strategy (Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013; Pashler et al., 2007) and a recommended instructional practice (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). Indeed, prompting people to explain new information often leads them to learn more than people who are not prompted to explain across a variety of topics and age groups (e.g., Chi, de Leeuw, Chiu, & LaVancher, 1994; Rittle-Johnson, 2006; Siegler & Chen, 2008).
