On the cognitive benefits of teaching

John A. Bargh*, Yaacov Schul

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

456 Scopus citations

Abstract

In Exp I with 42 undergraduates, one group of Ss studied verbal material to learn it themselves while another group studied the material to teach it to another person. Ss preparing to teach scored reliably higher than controls on a subsequent retention test. Exp II assessed the effects of actual teacher-student interaction. For both a verbal and a problem-solving task, 121 undergraduates either worked alone, verbalized their thoughts aloud, or taught another person the task while performing. There were no reliable performance differences between conditions on either task. It is concluded that cognitive benefits of teaching do exist and result from the teacher's utilization of a different method of study. (40 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish
Pages (from-to)593-604
Number of pages12
JournalJournal of Educational Psychology
Volume72
Issue number5
DOIs
StatePublished - Oct 1980

Keywords

  • preparation for teaching &
  • problem solving, college students
  • teacher-student interaction &/vs practice &/vs verbalization, cognitive benefits of teaching on retention &

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