self-explanatory

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That is, when auditors are provided with the correct reasonableness judgment prior to self-explaining, their resulting self-explanations are of higher quality than when the correct judgment is not provided first.
Therefore, they are expected to derive more benefit from self-explaining when they are given outcome feedback prior to self-explaining.
H1: Individuals who receive the correct answers prior to self-explaining will exhibit higher levels of reasoning in their self-explanations than those who do not receive the answers prior to self-explaining.
All participants in session 1 did not receive outcome feedback prior to self-explaining (Condition 1).
Correct reasonableness judgments for each case were provided either before and after self-explaining, or just after self-explaining.
This is a test of Hi, which predicts that outcome feedback provided prior to self-explaining will result In higher reasoning than outcome feedback not provided prior to self-explaining (Condition 2 higher than Condition 1).
For an example, Hausmann & Chi (2002) investigated the effects of using a typing interface for self-explaining the text sentence by sentence, but students could not re-read the previous sentences or change their previous self-explanations when reading later sentences in the text.
In a full-text reading and typing self-explaining environment, this study aims to examine the effects of different kinds of prompts in self-explaining.
To investigate the two research issues, a system was implemented with three kinds of interfaces: reading (Interface One), reading and self-explaining (Interface Two), and reading and self- explaining with prompts (Interface Three).
The reading and self-explaining interface of Interface Three is similar to that of Interface Two, but Interface Three can display prompts on some fields (Figure 3).
An experiment was conducted to investigate the effects of self-explaining in a full-text reading and typing self-explaining interface and the effects of different kinds of prompts for self-explaining.
Participants were divided into four groups: Reading (termed as Group R), Self- Explaining with No Prompts (Group SENP), Self-Explaining with content-Free Prompts (Group SEFP), and Self- Explaining with content-Related Prompts (Group SERP).