Comparative effects of adjunct postquestions and instructions on learning from text.

Effect of generic advance instructions on learning a classification task.

“…The results of this study and the previous study on factual and paraphrase information (Ellis et al, 1982) indicate that instructions that discuss how to process particular types of content but are unrelated to specific content (i.e., generic) can be effective in facilitating learning these types of content. The results also support Andre's (1979) argument that essential features of the instructional materials need to be specified when doing research using higher order questions.…”

“…The second reason was to determine whether the findings of a previous study, one investigating the effects of generic instructions on learning factual material, could be replicated when using a more complex task (Ellis, Konoske, Wulfeck, & Montague, 1982). The ideas already described were tested in this study by comparing test performance of students either given advance generic instructions about what and how to study or given adjunct questions.…”

Investigation of the relation between metamemory and university students' examination performance.

“…This may have resulted from the instructions provided for each of these tasks. Previous investigators have found that instructions regarding the recall nature of the test often facilitate a student's performance (e.g., Ellis, Konoske, Wulfeck, & Montague, 1982). Because task performance and retention methods are related, the assumption is that knowledge of the This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Mapping for depth and variety: using a “Six W’s” scaffold to facilitate concept mapping for different history concepts with different degrees of freedom

“…Wetzstein and Hacker 2004). The reading-and-comprehension literature has provided ample research to show that providing adjunct questions for a text can significantly improve students' memory and comprehension of the text (Ellis et al 1982;Hamilton 1985;Dowaliby 1990). Research shows that providing questions for the meaning of a text can encourage learners to activate their relevant prior knowledge and to integrate it with the text content.…”