ELABORATIVE VERBAL REHEARSALS AND COLLEGE-STUDENTS COGNITIVE PERFORMANCE

Two experiments were conducted to determine the potential of elaborative verbal rehearsal (EVR) as a learning strategy for high-risk college students. In Experiment 1, a correlational inquiry was used to explore the relation between Ss' EVRs and their overall test performance. Sixty-four Ss studied an extended text, prepared an EVR, and then took the 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 the same test in immediate and delayed conditions. The EVR Ss performed significantly better on almost every variable. EVRs appear to be a powerful learning strategy for high-risk students.