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ERIC Number: ED164568
Record Type: RIE
Publication Date: 1977
Pages: 151
Abstractor: N/A
Adjunct Questions: Help or Hinder? A Critical Review of Theoretical and Empirical Research with Specific Regard for Age and Ability of the Learner, and Level of the Question.
Ackerman, Amy S.
Adjunct questions are test-like items interspersed at regular intervals, preceding or following prose passages, with the intention of increasing subsequent learning. In this state-of-the-art review, studies which include three major variables--age, ability, and question complexity level--are examined to determine whether a particular combination of the variables increases an individual's control over learning (either incidental or intentional learning). The following conclusions are supported: (1) the use of adjunct questions may facilitate intentional learning (especially with low ability students), but fails to increase incidental learning; (2) deeper processing and greater learning and retention result when higher order questions are employed; (3) when adjunct questions are used with young learners, the recall of processing strategies should be stimulated prior to reading the instructional passages; and (4) additional research with special attention given to different learning outcomes, types of memory structures, transfer tasks, aptitude-treatment interactions, and the influence of other modes of instruction (nonprint media) should be conducted. The appendix contains an outline of criteria for the evaluation of published research; a critical review of twenty-five articles related to adjunct questions; and a proposed experimental study. (CP)
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Best copy available