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Koran, Mary Lou; Koran, John J., Jr. – 1972
In an experiment designed to explore the interaction of individual differences with question pacing in learning from written materials, 93 college students were administered aptitude tests representing verbal and memory abilities and then randomly assigned to treatments in which questions were placed after every one or four pages or were omitted…
Descriptors: Aptitude Tests, College Students, Memory, Prose
Peer reviewed Peer reviewed
Sefkow, Susan B.; Myers, Jerome L. – American Educational Research Journal, 1980
Two experiments were performed to determine whether questions inserted after prose passages initiate reviews which facilitate retention of the information in memory. Results suggest that the backward review is not attributed to a retrieval phenomenon but to a strengthening of memory traces at the time of the probe. (Author/GK)
Descriptors: Higher Education, Learning Processes, Memory, Prose
Peer reviewed Peer reviewed
Eisehens, Roger R.; And Others – Journal of Psychology, 1972
Descriptors: Content Area Reading, Educational Psychology, Educational Research, Instructional Materials
Peer reviewed Peer reviewed
Frase, Lawrence T.; Schwartz, Barry J. – Journal of Educational Psychology, 1975
The notion that student generated questions or instructor generated questions of a recalled prose passage will better aid learning is examined. (DEP)
Descriptors: College Students, High School Students, Incidental Learning, Memory
Smith, Delia Gimenez-Cuervo – 1976
This study investigated the effect on learning of the interspersing of questions with sections of written discourse. A 5,200-word passage was divided into seven sections, from each of which several completion questions were derived. A pair of questions was inserted before, after, or both before and after the section. These questions also formed an…
Descriptors: Advance Organizers, Doctoral Dissertations, Higher Education, Learning Processes
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
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