No Causal Self‐Explanation Effect for Factual Knowledge

ABSTRACT The effect of self‐explanation on learning has rarely been tested experimentally, using sufficient sample sizes and active control conditions. In this preregistered study ( N = 208), a 2 × 2 mixed design was implemented to test whether (1) factual information is better retrieved after self‐explanation versus re‐reading, (2) memory depends on retention interval (immediate vs. 2‐week delay), (3) learning strategy and retention interval interact, and (4) the number of self‐explanations predicts performance. Participants learnt fictional facts under laboratory conditions. An ANOVA revealed a large effect of retention interval, but no effect of learning strategy and no interaction. A multiple regression revealed that—within correct self‐explanations—the number of inferences predicted factual test performance, but not the number of paraphrases. Thus, although producing correct inferences during self‐explanation was associated with better performance, self‐explanation itself had no effect on factual learning compared to re‐reading, neither immediately nor after a delay.