The direction of the facilitative effect of questions inserted at intervals in prose material was examined in terms of the textual distance of particular information in the passage from the inserted questions and the relationship between the information tested by the inserted questions and that tested by the criterion test items. The subjects consisted of 140 undergraduate teacher education students obtained as paid volunteers. Results showed that the initial effect of inserted questions may be forward, shaping appropriate inspection behaviors. In addition, superior performance on pages immediately after questions suggested a forward effect mediated through increased attentiveness. Superior performance on criterion items dealing with the same section of text as the inserted questions, but constructed so as to exclude the possibility of direct transfer, suggested a facilitative review effect-the facilitation resulting from the memory search initiated by the inserted questions.
Recent developments in the study of professionals' reasons for participation in continuing professional education have important implications for practitioners, policy makers, and scholars.
This article presents a theoretical model for a program of research into the determinants of a professional's intention to par ticipate in continuing education. This model is based on Fishbein's (4) general theoretical framework. The adapted framework con sists of three components. The first component is the professional's attitude toward participating in continuing education. This atti tude is taken to be dependent on what the professional believes will be the consequences of participating and what value the pro fessional places on these consequences. The second component is related to the professional's perception of what most people who are important to the professional think about his or her participa tion. It is also related to the importance the professional places on these perceived expectations. The third component is related to the professional's personal beliefs about whether he or she should participate and to the professional's motivation to comply with these personal beliefs. For each component, items are pre sented which illustrate how the component might be assessed.
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