The influence of motivation in Modifying the effect of adjunct questions was explored. Eazh of 270 undergraduates were promised O. 3, Or 10 cents for each correct answer on a test given immediately after reading. .Ouestions were placed either frequently or infrequently in a text, either before or after the relevant material. Controls read the text without adjunct questions. Results indicated that (1) learning was contingent upon how much money the subjects were o.ffered for performing; (2) that the advantage of post-questions over prequestions 'diminished under .high incentive; (3) that prequestions inhibited incidental learning when they were frequent; and (4) that infrequent adjunct quetions resulted in a takeover by the incentive factor. It was concluded that inhibitory effects of questions may operate during the selection of text inpUt and during the further processing of that input from short-term memory. References, notes, and tables are included. (MD)

No abstract

Investigated the possibility of an Aptitude * Treatment interaction between student and teacher centered modes of classroom instruction and manifest anxiety. 69 students enrolled in 2 separate sections of an introductory psychology course completed the Taylor MA scale. Appropriate course examinations served as criterion measures. Results reveal a disordinal interaction such that while the teacher-centered mode optimized learning for high-anxious Ss, the student-centered approach resulted in superior performance for low-anxious Ss. (33 ref.)

No abstract