Abstract
In this study, we examined the learning effects that differ in relation to whom the participants explained to when they learned and created explanations. To this end, we used explanatory sentences about the types of memory, with vocational students as participants. The listeners were younger people or teachers depending on the amount of prior knowledge. However, we did not observe differences in learning effects in relation to whom the participants explained to from the cases with explanation expectancies only. Next, we examined the interrelationship between the explanation expectancies and the creation of explanatory sentences, which was observed when the same listeners were explained to. The result demonstrated that learning effects could be obtained when participants created explanatory sentences against the younger listener after explaining to them and dedicating time for learning. Thereafter, we compared the contents of the explanatory sentences that were created to reveal the cause of the obtained effects. Consequently, we found that deep comprehension could not be obtained if the specific listeners were not revealed to the participants, and they explained prior to preparing explanatory sentences, at the time of explanation expectancy.
https://ror.org/00smwky98 
