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ERIC Number: EJ994039
Record Type: Journal
Publication Date: 2012-Nov
Pages: 10
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0022-0663
Selective Benefits of Question Self-Generation and Answering for Remembering Expository Text
Bugg, Julie M.; McDaniel, Mark A.
Journal of Educational Psychology, v104 n4 p922-931 Nov 2012
The present study examined possible memory and metacomprehension benefits of using a combined question self-generation and answering technique, relative to rereading, as a study strategy for expository passages. In the 2 question self-generation and answering conditions (detail or conceptual questions), participants were prompted on how to generate questions of a particular type (detail or conceptual) and given practice and feedback prior to reading and studying 4 experimental passages. Participants then made judgments of learning for detailed and conceptual information from the passages, following which a cued-recall test with detail and conceptual questions was administered. The self-generation and answering of conceptual questions yielded a significant benefit to memory performance for conceptual but not detailed test questions, relative to a rereading condition, whereas the self-generation and answering of detail questions provided no benefit. A similar pattern was found for metacomprehension as assessed by calibration, but not relative monitoring accuracy. The selective memory benefit observed here is consistent with theoretical frameworks that emphasize the importance of transfer- and material-appropriate processing in modulating the benefits of using question self-generation and answering as a study strategy. (Contains 1 table, 1 figure and 4 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A