The effects of level of adjunct question (factual, application) and type of feedback (no feedback, correct answer feedback, self-correction feedback) on learning concepts from prose were examined in a study of 135 volunteer undergraduates at Iowa State University. Adjunct application questions produce better performance on subsequent new application items. This result supported the conclusion that practicing application while studying facilitates later use of the concept. Feedback influenced performance on the question asked during instruction, but not on new factual or application questions. These results suggested that college students need training in using feedback to learn concepts. (Author)