The secondary task method is utilized to assess cognitive capacity usage during, and immediately following, interspersed mathemagenic questions of different levels. The method also assesses the relationship between this usage and prose material recalled or recognized from differing positions and different types. The experiment involved 120 undergraduate students in four groups: interspersed questions with secondary task (questions and probe), secondary task only (probe only), question only, and no questions and no probe. Interspersed questions were found to improve subsequent test performance and meaningful questions were found to have more impact on later performance than rote questions. The findings were consistent with mathemagenic research. (Author/PN)