Adjunct Questions in Prose Learning: The Effects of Response Mode.

Autor/inn/en	Staley, Richard K.; Wolf, Richard I.
Titel	Adjunct Questions in Prose Learning: The Effects of Response Mode.
Quelle	(1977), (9 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Advance Organizers; Cognitive Style; Factual Reading; Higher Education; Learning Processes; Multiple Choice Tests; Performance Factors; Prose; Questioning Techniques; Recall (Psychology); Responses; Retention (Psychology); Test Items; Undergraduate Students + Suchen Sie Ihr Suchwort? Lernmaterial; Cognitive styles; Kognitiver Stil; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Leistungsindikator; Prosa; Befragungstechnik; Fragetechnik; Abberufung; Merkfähigkeit; Test content; Testaufgabe
Abstract	A 3 x 3 x 2 factorial design was used with 120 undergraduate subjects to study the effects of question type on learning from prose. A 2,000-word reading passage on geological history was presented, with factual questions on each page. Questions were also presented after the reading activity. When compared to a reading only control group, the short answer adjunct questions appeared to exert a stronger influence on processing strategies than did multiple choice questions. The direction of the adjunct question effect was the same for both question types as evidenced by the lack of a significant question type or learning subtest interaction. (Author/MV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01