The Role of Paraphrased Adjunct Questions in Facilitating Learning from Prose.

Andre, Thomas

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Peer reviewed

ERIC Number: EJ243221

Record Type: Journal

Publication Date: 1981-Jan

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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

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Audience: N/A

Language: English

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