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Peer reviewed Peer reviewed
ERIC Number: EJ333792
Record Type: CIJE
Publication Date: 1986
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Cognitive Capacity Engagement During and Following Interspersed Mathemagenic Questions.
Burton, John K.
Journal of Educational Psychology, v78 n2 p147-52 Apr 1986
The effects of two types of interspersed mathemagenic postquestions (superordinate and subordinate) on cognitive capacity engagement during reading and subsequent performance on a recall posttest were investigated using the secondary task paradigm. (Author/LMO)
Descriptors: Academic Achievement, Analysis of Variance, Cognitive Processes, College Students, Higher Education, Memory, Questioning Techniques, Reading Processes
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Adjunct Questions