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Carrier, Carol A.; Fautsch-Patridge, Terri – Contemporary Educational Psychology, 1981
This article examines the research on different levels of questions inserted in prose. The first section defines the level of questions and presents a number of theoretical issues. The second section discusses methodological issues in research, such as inadequate directions to subjects. The final section provides recommendations for further…
Descriptors: Cognitive Processes, Learning Processes, Literature Reviews, Prose
Burton, John K. – 1982
The secondary task method is utilized to assess cognitive capacity usage during, and immediately following, interspersed mathemagenic questions of different levels. The method also assesses the relationship between this usage and prose material recalled or recognized from differing positions and different types. The experiment involved 120…
Descriptors: Cognitive Measurement, Cognitive Processes, Higher Education, Prose
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Prosser, G. V. – Instructional Science, 1974
A look at an experiment using prose in which questions are categorized as 1) active; or 2) passive. (HB)
Descriptors: Cognitive Processes, Learning, Learning Processes, Methods Research
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Rickards, John P. – Review of Educational Research, 1979
Methods developed by Rothkopf; McConkie, Rayner and Wilson; McGaw and Grotelueschen; DiVesta and Rickards to assess prose processes produced by adjunct postquestions are reviewed. The processes are: specific backward; general backward; specific forward; and general forward. (MH)
Descriptors: Cognitive Processes, Educational Research, Learning Theories, Prose
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Rickards, John P.; DiVesta, Francis J. – Journal of Educational Psychology, 1974
Based on a comparison between two types of questions reflecting a distinction among various levels of learning--verbatim or rote and high order or meaningful--it is hypothesized that meaningful learning postquestions would facilitate retention more than rote-learning postquestions. (RC)
Descriptors: Cognitive Processes, College Students, Comparative Analysis, Learning
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Surber, John R.; Surber, Colleen F. – Merrill-Palmer Quarterly, 1983
The first experiment made use of adjunct questions to manipulate the probability that kindergarten and second-grade children would make inferences during comprehension. The second investigated the relative influence of memory for details, memory for explicit information, and age on memory for inferences. (Author/RH)
Descriptors: Cognitive Development, Cognitive Processes, Comprehension, Elementary School Students
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Andre, Thomas – Contemporary Educational Psychology, 1981
College students read prose passages and answered either verbatim or paraphrased inserted questions while reading under review or no review conditions. On a posttest students who received paraphrased questions outperformed students who received verbatim questions. This result supported the contention that paraphrased adjunct questions could…
Descriptors: Cognitive Processes, Higher Education, Learning Processes, Memory
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Faw, Harold W.; Waller, T. Gary – Review of Educational Research, 1976
Research from four subareas of prose learning (advance organizers, response modes, objectives, and inserted questions) is considered and weaknesses in the studies conducted are noted. Suggestions are advanced as to how researchers might profitably spend their energies in the future. (RC)
Descriptors: Advance Organizers, Cognitive Processes, Educational Objectives, Learning Processes
Andre, Thomas; And Others – 1978
In three experiments subjects (college and high school students) read passages which described psychological principles and answered either adjunct application or factual questions while reading. Questions were presented either before, after, or both before and after the parts of the passage that answered the questions. Subsequently subjects took…
Descriptors: Cognitive Processes, Difficulty Level, High Schools, Higher Education