Training Principle-Based Self-Explanations: Transfer to New Learning Contents

The present study tested the transfer effects of a short training intervention on principled-based self-explanations. The intervention used fables as well as mathematics examples and problems as "exemplifying" domains for training such selfexplanations. The effects were tested in a new learning environment about attribution theory and feedback messages. In this experiment, 58 German high-school students were randomly assigned to the self-explanation training condition or a control condition (i.e., training of mnemonic strategies). The learning outcomes from the learning environment about attribution theory and feedback did not significantly differ between groups. However, those students who also reported to have applied the strategies from the training intervention actually showed the best learning outcomes. Overall, the selfexplanation training intervention "convinced" just part of the learners to engage in principle-based self-explanations in a new environment. There seems to be two options to achieve more reliable effects by future training interventions: The learners have to be prompted more clearly that they should employ the learned strategies in the transfer learning environment or the short-term training intervention should be extended to have a stronger effect on spontaneous strategy application.