The role of paraphrased adjunct questions in facilitating learning from prose |
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Authors: | Thomas Andre |
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Institution: | Iowa State University USA |
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Abstract: | Twenty-six college student read a 5000-word prose passage and answered either verbatim or paraphrased inserted questions while reading about international communication. Students either were or were not permitted to review the text while answering the inserted questions. On a subsequent post-test containing new paraphrases of the adjunct questions, students who received paraphrased adjunct questions outperformed students who received verbatim adjunct questions. This result supported the contention that paraphrased adjunct questions could facilitate meaningful learning from prose. |
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Keywords: | Request for reprints should be sent to Thomas Andre Department of Psychology 152 Quadrangle Iowa State Unversity Ames IA 50011 |
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