The study compared the effects of verbatim and paraphrased questions used during learning on performance on a later test of semantic encoding. (RC)

Two experiments with 254 and 76 undergraduates, respectively, investigated the hypothesis that there would be an effect of questions concerning application of concepts only when there was an interval between study and test. Results confirm the hypothesis regarding application questions inserted in text read by undergraduates. (TJH)

In seven experiments, college or high school students studied texts containing either adjunct application or adjunct factual questions. Students were then tested for their ability to apply the presented concepts. Results suggested that the type of adjunct question had little influence on students' later ability to apply presented concepts.…

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…

College students read passages and answered either verbatim or parphrased adjunct questions either inserted in the text or massed at the end of the passage. Passage review was varied. On the post-test containing unfamiliar paraphrased questions, students given inserted paraphrased adjunct questions outperformed the others. Paraphrased questions…

The effects of conceptual change text and application questions in 139 college students' learning of electricity concepts were investigated. The experiment was a 2X2X2X2 factorial. Compared to traditional text and no questions, conceptual change text and application questions, respectively, improved acquisition of qualitative concepts.…

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…

Research on levels of questioning and their effects on learning is reviewed. It is shown that higher level questions facilitate reproductive and productive knowledge, but the reasons why are not clearly understood. An information processing model which accounts for question level effects is discussed. (MH)

A model is proposed for memory that stresses a distinction between episodic memory for encoded personal experience and semantic memory for abstractors and generalizations. Basically, the model holds that questions influence the nature of memory representations formed during instruction, and that memory representation controls the way in which…