Generating Summaries and Analogies Alone and in Pairs

Simon Hooper, Gregory Sales, S. Del Marie Rysavy

Research output: Contribution to journalArticlepeer-review

13 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)53-62
Number of pages10
JournalContemporary Educational Psychology
Issue number1
StatePublished - Jan 1994

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology


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