Effect of question position and frequency upon learning from text under different levels of incentive.

Frase, Lawrence T.; Patrick, Edward; Schumer, Harry

doi:10.1037/h0028823

Cited by 50 publications

(37 citation statements)

References 3 publications

(1 reference statement)

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“…No such deleterious effect ensued concentrating on the most important sentences of the passage. The finding in certain other studies (Frase, Patrick & Schumer, 1970;Hiller, 1974) that the factual prequestion group engendered significantly less incidental recall than the control group could have been due, in part, to the particular type of verbatim questions that were used in these experiments. In such cases, the prequestions might have been directed toward specific, relatively unimportant details of the experimental passages.…”

Section: Resultsmentioning

confidence: 59%

Type of Verbatim Question Interspersed in Text: A New Look at the Position Effect

Rickards

1976

Journal of Reading Behavior

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Abstract. Verbatim adjunct questions were developed from sentences rated by college students as high or low in importance to the overall meaning or structure of the experimental passage. The high structural importance pre-and postquestion groups were equal in recall of the questioned statements, and both groups outperformed the reading only control group. On the other hand, subjects who were given low structural importance prequestions recalled more questioned material than those who received low structural importance postquestions, and, in this case, only the prequestion treatment excelled the control condition. Finally, low structural importance prequestions depressed incidental recall below that of the control group. No other questioning treatment influenced incidental recall. These results support earlier research using a different question typology in suggesting that the generalization that postquestions yield greater retention than prequestions does not hold for all types of verbatim adjunct questions.Much research has been done with factual or verbatim questions inserted in text. One of the major conclusions in a recent, comprehensive review of this research was that "questions asked after the relevant passage are more facilitative than questions asked beforehand" (Anderson & Biddle, 1975). Previous reviewers (Frase, 1970;Rothkopf, 1972) have also made a similar claim; and yet, when one considers the particular type of information required to answer the interspersed, verbatim questions, the above generalization does not always hold. Rothkopf and Bisbicos (1967), for example, found that while factual questions demanding detailed information, such as particular names and specific measures, were superior when placed after as opposed to before related textual material, adjunct questions requiring common words for answers were unaffected by their relative position in a Reprints may be requested from the author, Educational Psychology, SCC-G no. 35, Purdue University, Lafayette, In. 47907 b Appreciation is extended to Royce Grayson and Christine McCormick for collecting, scoring and analyzing the data. 37

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Section: Resultsmentioning

confidence: 59%

Type of Verbatim Question Interspersed in Text: A New Look at the Position Effect

Rickards

1976

Journal of Reading Behavior

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“…While no further investigations comparing a postquestion group with a careful reading control group have been reported, the finding of Rothkopf regarding superior incidental recall for a postquestion group relative to a reading only control group has been replicated in other experiments using different subjects and different stimulus materials (Frase, 1967(Frase, , 1968a(Frase, , 1968bFrase et al, 1970;Rickards, 1976a;Rothkopf and Bisbicos, 1967). Moreover, in several of these studies, prequestions depressed the amount of incidental learning below that of a no question control group.…”

Section: Position and Type Of Verbatim Question In Textmentioning

confidence: 52%

“…The first studies which manipulated the level of adjunct questions were conducted by Frase (1969Frase ( , 1970Frase ( , 1971 ) who inserted questions requiring the use of inferential reasoning before paragraphs of related text. Two adjunct questions in the form of a sentence were inserted before each passage.…”

Section: Level Of Inserted Questionsmentioning

confidence: 99%

Inserted questions as aids to reading text

Rickards

Denner

1978

Instr Sci

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There has been a major shift in the psychology of language from a behavioristic to a cognitive view of learning. One important reason for this shift in thinking was that behavioristic theory simply could not account for language behavior as portrayed in Chomsky's theory of language. Within educational psychology, instructional research has assumed a more cognitive posture as well, particularly research involving the stimulation of prose processing through interspersing questions in text. Originally based on the associative or behavioristic model, early (1965)(1966)(1967)(1968)(1969)(1970) adjunct question research can be Characterized as having a "variables orientation". Within this orientation, primary consideration was given to examining the effects of manipulating question position (before or after text segments) and question frequency on text comprehension. In this early research, inserted questions were invariably pitched at a rote or verbatim learning level. Since the onset (c. 1970) of the cognitive revolution, however, adjunct question research has been focussed on examining the effects of different cognitive levels of inserted questions on text comprehension, and on developing methods for assessing processes produced by adjunct questions. However, the degree to which cognitive levels as operationalyzed in the experiments reviewed here captures the richness of cognition as it occurs in the schools is, of course, open to question. Other areas of cognitively-oriented research include the assessment of the relationship between individual differences and adjunct question treatments, and the generation of questions by subjects while reading. This more recent thrust in adjunct question research can be termed a "processes orientation". Research associated with both the "variables orientation" and the "processes orientation" are reviewed. Finally, some remarks are made concerning the paucity of theory in adjunct question research, the possible use of semantic memory theories as a basis for future research within the adjunct question paradigm, and the need for new question paradigms that more closely "match" question answering in general.* Appreciation is extended to Michael Macdonald-Ross for his critical comments and suggestions on an earlier version of this paper.

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“…These studies have been concerned with the effects, nature, and type of adjunct questions as well as their location and frequency within the prose passage (e.g., Boker, 1974;Bruning, 1968;Felker & Dapra, 1975;Frase, 1967Frase, , 1968Frase, Patrick, & Schumer, 1970;Rothkopf, 1966; A Self-Questioning Study Technique 3 Rothkopf & Bisbicos, 1967;Watts & Anderson, 1971). There has also been some interest in how supplied questions interact with individual differences (Hiller, 1974;Sanders, 1973;Shavelson, Berliner, Ravitch, & Loeding, 1974).…”

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confidence: 99%

The Development and Evaluation of a Self-Questioning Study Technique

André¹,

Anderson²

1978

Reading Research Quarterly

128

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The main purpose of these two studies was to determine whether or not generating good comprehension questions while studying prose material was an effective study technique.In the first study there were two treatment groups to which the high school seniors participating in the study were randomly assigned: a questioning-with-training or a read-reread control group. In the second study high school juniors and seniors were randomly assigned to one of three treatment groups: a questioning-with-training group, an untrained questioning group, or a read-reread control group.Verbal ability, as measured by the Wide Range Vocabulary Test (French, Ekstrom, & Price, 1963), was used to group subjects ex post facto into three levels of verbal ability. Two sessions of approximately 50 minutes each were used for training and testing the subjects. The first day was devoted to training the experimental groups and administering the verbal ability test.On the second day, students studied two 450-word passages and were tested over their content. Findings from one of the studies showed a significant main effect for treatment in favor of questioning-with-training. Further, results from both studies indicate that student generation of questions during study is more effective for lower than for higher verbal ability students.A Self-Questioning Study Technique 2The Development and Evaluation of a Self-Questioning Study TechniqueThere is wide agreement that active involvement of the student in the reading process facilitates learning from text. Thorndike (1917) suggested that oral exercises be replaced by silent reading during which the student should be guided "to find the answers to given questions, or to give a summary of the.matter read, or to list the questions which it answers..." (p. 332).Since the time of Thorndike, many reading strategies have been devised to guide the reader in studying texts. One step frequently included in many of these strategies is the use of questions (Bird & Bird, 1945;Frederick, 1938;Frederick, Kitchen, & McElwee, 1947;Gerken, 1953;Morgan & Deese, 1957; Muse, 1929;Robbins, 1957; Robinson, 1961;Smith 1939; Wrenn & Larsen, 1955).The process of using questions during study may take two forms: (a) students answer questions constructed by the teacher or other source, such as the text author; (b) students generate questions covering material read.Author-or teacher-generated questions are acknowledged to be an aid in assisting students to master the content of a selection. Since the investigations of Washburne (1929) and Holmes (1931), a large number of studies haveshown that experimenter-constructed questions facilitate comprehension and recall of textual materials. These studies have been concerned with the effects, nature, and type of adjunct questions as well as their location and frequency within the prose passage (e.g., Boker, 1974;Bruning, 1968; Felker & Dapra, 1975; Frase, 1967 Frase, , 1968Frase, Patrick, & Schumer, 1970;Rothkopf, 1966; A Self-Questioning Study Technique 3 Rothkopf & Bi...

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Effect of question position and frequency upon learning from text under different levels of incentive.

Cited by 50 publications

References 3 publications

Type of Verbatim Question Interspersed in Text: A New Look at the Position Effect

Type of Verbatim Question Interspersed in Text: A New Look at the Position Effect

Inserted questions as aids to reading text

The Development and Evaluation of a Self-Questioning Study Technique

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