Adjunct Application Questions Facilitate Later Application, Or Do They?

Autor/inn/en	Andre, Thomas; und weitere
Titel	Adjunct Application Questions Facilitate Later Application, Or Do They?
Quelle	(1978), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Processes; Difficulty Level; High Schools; Higher Education; Learning Processes; Multiple Choice Tests; Prose; Questioning Techniques; Reading Comprehension; Recall (Psychology); Research Reports + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Prosa; Befragungstechnik; Fragetechnik; Leseverstehen; Abberufung; Research report; Forschungsbericht
Abstract	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 a posttest containing new factual and application items. The important result was that subjects given factual prequestions or factual pre- or post-questions did better than subjects given adjunct application questions. This result conflicted with previous findings and theorizing and raised questions about boundary conditions within which previous generalizations apply. (Author/RD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01