Type of Inserted Question and the Study-Posttest Delay.
AbstractSeveral studies have found that application questions inserted in text lead to a better ability to apply concepts to new situations than do inserted factual level questions. Other studies have failed to find an effect of type of question. The present two experiments investigated the hypothesis that an effect of application questions would be demonstrated when there was an interval between study and test but not when the test followed immediately after study. This hypothesis was confirmed in two studies. The theoretical and educational implications of the results are discussed.
INTRODUCTION 205 Theoretical Approaches 206 Network Models 206 Episodic Trace Models 207 Distributed Memory Models 209 Differences and Similarities 214 APPLICATIONS TO PARADIGMS 222 Cued Recall 222 List Length 222 Interference and Forgetting 222 Free Recall 223 Recognition 226 Pair Recognition 226 List Length vs List Strength 227 Evaluating the Models 229 Number of Parameters 229 Number of Processes 230 Quantitative, Qualitative and Semi-Quantitative Fits 231