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.

Autor/in	Ackerman, Amy S.
Titel	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.
Quelle	(1977), (151 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bibliografie; Ability; Advance Organizers; Age; Difficulty Level; Educational Research; Evaluation Criteria; Incidental Learning; Intentional Learning; Learning Processes; Learning Theories; Literature Reviews; Prose; Psychological Studies; Questioning Techniques; Recall (Psychology) + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Lernmaterial; Alter; Lebensalter; Schwierigkeitsgrad; Bildungsforschung; Pädagogische Forschung; Inzidentelles Lernen; Intentionales Lernen; Learning process; Lernprozess; Learning theory; Lerntheorie; Prosa; Befragungstechnik; Fragetechnik; Abberufung
Abstract	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)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01