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The Effects on Adjunct Questions on Short and Long-Term Recall of Prose Materials:

The Effects on Adjunct Questions on Short and Long-Term Recall of Prose Materials: Effects on Adjunct Questions The Effects on Adjunct Questions on Short and Long-Term Recall of Prose Materials GERAL D NATKIN ELIZABET H STAHLER Bucknell University A number of recent studies (Bruning, 1968; Frase, 1968 a, b; Roth- kopf, 1966) have attempted to assess the effects of having Ss read and answer questions during their reading of prose materials. In general, these studies have shown quite clearly that reading and answering questions after short segments of prose does facilitate immediate post-test performance. These findings have usually been interpreted in terms of the "mathe- magenic hypothesis'' (Rothkopf, 1965), which holds that there are certain behaviors (mathemagenic behaviors) which control the forma­ tion of correct associations during learning. In the studies of Rothkopf, Frase , and Bruning, questions are thought to function as mathemagenic controls for shaping inspection behavior during reading, thus facilitating learning. The purpose of this study is to investigate a dimension of questions which has not been explicitly included in the mathemagenic studies, that of arousal. Hypothesizing that questions can function as arousal stimuli allows the prediction of some unanticipated effects of ques­ tions on long-term recall. In a series of studies at the University of Michigan (Kleinsmith & http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

The Effects on Adjunct Questions on Short and Long-Term Recall of Prose Materials:

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References (12)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312006003425
Publisher site
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Abstract

Effects on Adjunct Questions The Effects on Adjunct Questions on Short and Long-Term Recall of Prose Materials GERAL D NATKIN ELIZABET H STAHLER Bucknell University A number of recent studies (Bruning, 1968; Frase, 1968 a, b; Roth- kopf, 1966) have attempted to assess the effects of having Ss read and answer questions during their reading of prose materials. In general, these studies have shown quite clearly that reading and answering questions after short segments of prose does facilitate immediate post-test performance. These findings have usually been interpreted in terms of the "mathe- magenic hypothesis'' (Rothkopf, 1965), which holds that there are certain behaviors (mathemagenic behaviors) which control the forma­ tion of correct associations during learning. In the studies of Rothkopf, Frase , and Bruning, questions are thought to function as mathemagenic controls for shaping inspection behavior during reading, thus facilitating learning. The purpose of this study is to investigate a dimension of questions which has not been explicitly included in the mathemagenic studies, that of arousal. Hypothesizing that questions can function as arousal stimuli allows the prediction of some unanticipated effects of ques­ tions on long-term recall. In a series of studies at the University of Michigan (Kleinsmith &

Journal

American Educational Research Journal – SAGE

Published: Jun 24, 2016

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