The elaboration theory of instruction: A model for sequencing and synthesizing instruction
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Requirement for verbal explanations draws from cognitive elaboration theory, as articulating knowledge enhances learning and retention.
“The requirement for verbal explanations draws from cognitive elaboration theory, as articulating knowledge enhances learning and retention (Reigeluth et al., 1980).”
From Replacing Traditional Written Laboratory Reports with Interactive Oral Assessments: Enhancing Laboratory Skill Assessment in Undergraduate Genetics Education (2026) · cites this paper as Reigeluth et al., 1980
The requirement to verbally articulate experimental outcomes and connect them to underlying theory during the mini-IOA represents a qualitatively different cognitive demand than written report completion, and elaborative processing of this kind is theorised to strengthen encoding and promote integration of new information with existing knowledge structures.
“From a cognitive elaboration perspective, the requirement to verbally articulate experimental outcomes and connect them to underlying theory during the mini-IOA represents a qualitatively different cognitive demand than written report completion, and elaborative processing of this kind is theorised to strengthen encoding and promote integration of new information with existing knowledge structures”
From Replacing Traditional Written Laboratory Reports with Interactive Oral Assessments: Enhancing Laboratory Skill Assessment in Undergraduate Genetics Education (2026) · cites this paper as Reigeluth et al., 1980
Cited by
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Knowledge elaboration: A cognitive load perspective
Kalyuga, S. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.02.003 · Cited by 213 · see citing works
Glover, S. M., Prawitt, D. F., & Spilker, B. C. (1997) · Organizational Behavior and Human Decision Processes · doi:10.1006/obhd.1997.2735 · Cited by 108 · see citing works
Della Vedova, C. B., Birbeck, D., & Davey, S. K. (2026) · Research in Science Education · doi:10.1007/s11165-026-10380-3
- Authors
- Reigeluth, C., Merrill, M. D., Wilson, B., & Spiller, R.
- Affiliations
- University of Southern California (US)
- Brigham Young University (US)
- ORCID
- Merrill, M.David
- Venue
- Instructional Science
- Published
- 1980-10
- Volume
- 9
- Issue
- 3
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2026820268
- Cited by
- 124
- References
- 0
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 1 · 2023: 4 · 2022: 5 · 2021: 4 · 2020: 2 · 2019: 6 · 2018: 1 · 2017: 3 · 2016: 7 · 2015: 6 · 2014: 3 · 2013: 3 · 2012: 3
- FWCI
- 7.05
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Instructional Science (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Education › Educational Assessment and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- instructional sequencing, content summarization, teaching model, learning objectives
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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