Background Self‐explanation, or generating explanations to oneself in an attempt to make
sense of new information, can promote learning. However, self‐explaining takes time, and …

Generating explanations for oneself in an attempt to make sense of new information (ie, self-
explanation) is often a powerful learning technique. Despite its general effectiveness, in a …

Self-explanation is a process by which learners generate inferences about causal
connections or conceptual relationships. A meta-analysis was conducted on research that …

Promoting self-explanation (ie, generating explanations for oneself in an attempt to make
sense of new information) is a recommended study strategy and instructional practice. A …

Explaining new ideas to oneself can promote learning and transfer, but questions remain
about how to maximize the pedagogical value of self-explanations. This study investigated …

Research conducted in the laboratory and classroom has repeatedly found that self-
explaining is a useful, self-directed learning strategy. Although the self-explanation effect …

Imagine a graduate student who has conducted experiments on how to exploit cognitive
science effects for meaningful learning. This chapter presents the historical roots of the self …

Background. Explanations people give themselves (or what are called self‐explanations)
while learning have been shown to be positively associated with various learning measures …

Self-explaining, or making sense of new information by explaining to oneself, can greatly
enhance learning for students across ages, domains, and instructional types. Over two …

Most people would agree that helping students learn new information is important; however,
there are numerous methods for achieving this goal, and not all of them have been proven to …