This effect is stronger for information that students

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Unformatted text preview: n this area suggests that providing students with specific objectives helps them focus on information and skills that are relevant to the objectives, but not on information or skills that are less relevant to the objectives (Faw & Waller, 1976; Klauer, 1984; Zumbach & Reimann, 2002). This effect is stronger for information that students wouldn’t normally identify by themselves as being important (Duell, 1984). Adjunct questions. Textbook authors often use adjunct questions as a way of helping students focus their attention. Adjunct questions are questions that are inserted in text (Peverly & Wood, 2001; Rothkopf, 1966, 1970). They 27 may be provided before students read the text or after students read the text. The questions in the margins of this text are an example of adjunct questions. When adjunct questions are provided before a reading selection, students focus to a large extent on information that is relevant to the questions. When adjunct questions are placed at the end of the reading selection, students focus on information related to the questions, but they are more likely to recall information that is not directly related to the questions (Bruning, Schraw & Ronning, 1999; Faw & Waller, 1976; Mayer, 1987; Rothkopf, 1966). In general, the research on adjunct que...
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.

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