Four experiments investigated the interactive effect of text-provided elaborations and prior knowledge on text comprehension and memory. Subjects read 28 episodes, half of which were associated with well-known people and the other half with unknown people. In Experiment 1, text-provided elaborations enhanced recall only when the reader did not have a high level of prior knowledge. The findings from Experiment 1 were hypothesized to be the result of readers generating relevant elaborations during text comprehension. Experiment 2 supported this hypothesis by providing evidence of self-generated elaborations. The results from Experiments 3 and 4 extended these findings by showing that readers with high prior knowledge automatically generate causally relevant elaborations when the sentences have a low relation.
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