The purpose of this study was to examine the effects of replacing multiple-choice and short-answer questions in programmed tutorial courseware practice interactions with learner-generated summaries on three types of verbal information learning outcomes. The study was designed to empirically investigate the claim that the level of mental processing is increased when students use prior learning to create new knowledge. Sixty-nine students participated in an interactive videodisc tutorial on biology. Data were analyzed using a pretest-posttest comparative group design. Results indicated that students in the learner-generated summaries group took more time to complete the task, yet scored lower on short-answer and multiple-choice tests than students in the multiple-choice and short-answer groups. It is concluded that replacing short-answer and multiple-choice questions in computer assisted instructional tutorials with generative processes such as learner-generated summaries does not facilitate learning outcomes. (88 references) (DB)