43 undergraduates read a text either with or without inserted questions. Although there was no overall reading time difference between the question or no-question groups, Ss who received inserted questions spent more time on the parts of the text that contained information of the type needed to answer the questions. Question groups performed better, relative to controls, on posttest items that repeated inserted questions and also on new posttest items from the same categories as the inserted questions. (17 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
- reading text with vs without inserted questions about restricted category of text information, distribution of reading time, college students
ASJC Scopus subject areas
- Developmental and Educational Psychology