An Extended Comparison of Adjunct Aids with Low-Average and Good Readers in the Sixth Grade

Memory, David M.

doi:10.1080/00220671.1981.10885340

Cited by 6 publications

(3 citation statements)

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“…Others were not used because of their atypical design. These include Memory (1981), who compared a postquestions treatment with a treatment in which subjects answered prequestions and postquestions, and Grant, Keenan, and Hursh (1980) who used a different text for each treatment.…”

Section: Selection Of Studies and Outcomesmentioning

confidence: 99%

The Effects of Adjunct Questions on Prose Learning

Hamaker

1986

Review of Educational Research

208

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The research literature on the effects of factual and higher order adjunct questions is reviewed. The influence of 13 design variables on the direction and size of adjunct-questions effects was investigated. Adjunct questions of all cognitive levels have a strong facultative effect on repeated test questions and a weaker effect on test questions related to the adjunct questions. Unrelated test questions are affected negatively by factual prequestions and by factual postquestions when study time is controlled. Factual postquestions have a positive effect on unrelated questions only when no time restrictions are imposed. Effect sizes are found to be related to text length, density of adjunct questions, adjunctquestion format, test-question format, and the level of performance in the control group; they are unrelated to subjects' age, the interval between reading task and test, whether or not subjects are allowed to consult the text while answering the adjunct questions, and the average distance between adjunct questions and relevant text information. When compared to factual adjunct questions, higher order adjunct questions lead to improved performance on repeated, related, and unrelated higher order test questions, and possibly also on unrelated factual test questions. This indicates that higher order adjunct questions may have a more general facilitative effect than factual adjunct questions. The analysis of a recent adjunct-questions study illustrates the role that review results can play in (reinterpreting experimental findings. This study is based on a portion of the author's doctoral dissertation submitted to the Department of Social Sciences of the University of Amsterdam.The author gratefully acknowledges the comments of Harry Vorst, and the assistance of Paul Kirschner in collecting the data. 212 at MOUNT ALLISON UNIV on July 2, 2015 http://rer.aera.net Downloaded from at MOUNT ALLISON UNIV on July 2, 2015 http://rer.aera.net Downloaded from CHRISTIAAN HAMAKERcan reasonably be expected to influence positively the learning of information needed to answer the test questions. Five kinds of relationships satisfying this definition have been found in the research literature. They are as follows:1. The adjunct questions concern a restricted category of text information (e.g., proper names) and the test contains new questions about items from the same category of information (e.g., Rothkopf & Bisbicos, 1967).2. The test question covers information not directly needed to answer the adjunct questions, but supposedly reviewed while searching for an answer to a postquestion. This may be the case in adjunct inference questions (Frase, 1969(Frase, , 1970(Frase, , 1971 or when the test question is drawn from the same sentence as an adjunct question (McGaw & Grotelueschen, 1972).3. The text contains definitions of concepts or statements of general principles, and adjunct questions require the subjects to identify examples of these concepts, whereas the new test questions require the identification of new examples of the ...

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Section: Selection Of Studies and Outcomesmentioning

confidence: 99%

The Effects of Adjunct Questions on Prose Learning

Hamaker

1986

Review of Educational Research

208

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“…There is some suggestive evidence that prequestions might raise retention in lowerperforming students more so than in higher-performing students (Memory, 1981;Memory, 1983). For example, Memory (1983)…”

Section: Asking Prequestions Improves Learningmentioning

confidence: 99%

The effects of prequestions on classroom learning

Rahman

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“…As described above and visually depicted in Figure 2, only participants in the prequestion condition guess the answers to prequestions. First, researchers have manipulated the number of prequestions that participants receive, asking as few as one (Johnson, 2015) or two prequestions (James & Storm, 2019;Memory, 1981Memory, , 1983), but as many as 41 prequestions (Salmon et al, 1977). Second, although many studies have assessed the benefits of prequestions using short answer formats, the PE has also been investigated using multiple choice formats (Dowaliby, 1992;Felker & Dapra, 1975;Little & Bjork, 2011Peeck, 1970).…”

Section: The Pretest Phasementioning

confidence: 99%

Guessing as a learning intervention: A meta-analytic review of the prequestion effect

St. Hilaire

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An Extended Comparison of Adjunct Aids with Low-Average and Good Readers in the Sixth Grade

Cited by 6 publications

References 20 publications

The Effects of Adjunct Questions on Prose Learning

The Effects of Adjunct Questions on Prose Learning

The effects of prequestions on classroom learning

Guessing as a learning intervention: A meta-analytic review of the prequestion effect

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