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Peer reviewed Peer reviewed
ERIC Number: EJ243221
Record Type: CIJE
Publication Date: 1981-Jan
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Role of Paraphrased Adjunct Questions in Facilitating Learning from Prose.
Andre, Thomas
Contemporary Educational Psychology, v6 n1 p22-27 Jan 1981
College students read prose passages and answered either verbatim or paraphrased inserted questions while reading under review or no review conditions. On a posttest students who received paraphrased questions outperformed students who received verbatim questions. This result supported the contention that paraphrased adjunct questions could facilitate meaningful learning from prose. (Author/RD)
Descriptors: Cognitive Processes, Higher Education, Learning Processes, Memory, Models, Pretests Posttests, Prose, Questioning Techniques, Review (Reexamination), Time Factors (Learning)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Encoding (Psychological); Paraphrase