This study explored the effectiveness of three types of adjunct questions incorporated in a print-based lesson on statistical rules. Subjects--80 graduate students at San Jose State University in California--were randomly assigned to one of four instructional conditions, defined by the type of questions included. Questions were designed to support either context activation, expectancy clarification, or cognitive strategy activation. / Dependent variables included total posttest score as well as scores on three subcategories of interpretation and calculation questions. Moderating variables considered in the study included the number of adjunct questions answered correctly and the amount of time spent completing the instruction. / Neither type of adjunct question improved overall criterion performance in comparison to the control condition. Control subjects did complete the instruction more quickly than most other subjects (F (3, 69) = 8.00, p $<$.001). A moderate correlation between the number of adjunct questions that collective subjects in adjunct question conditions adequately answered and posttest performance also emerged (r (52) =.434, p $<$.01). / Results support the view that the number of adjunct questions answered appears to positively correlate with the quality of criterion performance. Overall, however, adjunct questions as employed in the study do not appear to support encoding and learning. / Source: Dissertation Abstracts International, Volume: 52-06, Section: A, page: 2012. / Major Professor: Walter W. Wager. / Thesis (Ph.D.)--The Florida State University, 1991.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76435 |
| Contributors | Rodriguez, Stephen Richard., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 211 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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