A Review of Research on Written Adjunct Questions: Progress and Prospects

摘要

This review is concerned with studies on the intentional and incidental acquisition and retention of written instruction/prose that was modified by questions presented before, within, or following written segments. The work which has been done is integrated and interpreted to suggest new lines for future research. Studies which were included in the review focused on the following variables: text structure and temporal factors, immediate versus delayed criterion testing, effects of motivation on performance, and certain characteristics of learners in relation to instructive written prose. Directions for future research are also discussed. (Author)