Verbatim and paraphrased adjunct questions and learning from prose

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Abstract

210 college students read passages and answered either verbatim or paraphrased adjunct questions either inserted in the text or massed at the end of the passage. Ss either were or were not permitted to review the passage to answer the questions. On the later posttest containing unfamiliar paraphrased questions, Ss given inserted paraphrased adjunct questions outperformed the other Ss. Results are congruent with a rationale that holds that under appropriate conditions, paraphrased questions influence the state of encoding of items of information presented in a passage. (11 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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