Examines the effects of specific task-related information on undergraduates' studying behaviors and question-answering performance and indicates that specific postreading response criteria significantly improved the question-answering performance of readers.(DF)

Indicates that textbook explication alone of causes of events is insufficient for acquisition and use of hierarchically organized knowledge; students must be taught how to construct text-based information into hierarchically structured form and use it for making predictions. (FL)

Explores opposing theoretical views on the effects of text underlining and reports on a study of 67 college freshmen. Finds that the subjects who generated their own underlining did not perform significantly better than those who were given experimenter-generated marking. (SKC)