The purpose of this study was to examine the instructional effectiveness of adjunct post-questions, metacognitive process prompts, cognitive feedback and training in complementing semantic maps. Two hundred seventy Taiwanese subjects were randomly assigned to eight treatments. After interacting with their respective treatments each completed three criterion tests designed to measure different educational objectives. The method of analysis involved a 4 x 2 factorial design. Alpha was set at the 0.05 level. Insignificant differences in achievement were found to exist among treatments receiving the different independent variables. The study raises serious concern about generalizing research results obtained in one culture to another and offers several alternative explanations related to the use of semantic maps for instructional purposes. (Contains 4 charts.)