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Abstract
The effectiveness of two variations of elaborative interrogation for group settings was investigated in an experiment where college students learned factual sentence information. The interrogation strategy variations were compared to a challenging, ecologically valid control condition in which students were instructed to use whatever strategies they thought would work best for the sentence‐learning task. Results indicated that the written and the oral variations of elaborative interrogation were equally effective and that both variations significantly enhanced the students' performance on an associative matching task but not on a recall task.