Effects of Advance Questions on Reading Comprehension

Bibliographic Data

ID10124428
AuthorsDavid S Kreiner (0000-0003-3242-8274, University of Central Missouri, corresponding author)
Year1996
Volume123
Issue4
Pages352-364
Publication date1996-10-01
Open AccessNo
TypeARTICLE
VenueThe Journal of General Psychology (JOURNAL)
Journal identifiersISSN: 0022-1309 • E-ISSN: 1940-0888
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00221309.1996.9921287
PMID9042744
OpenAlexW2030403248
LanguageEN
Citations received3
References cited9

Based on research on working memory and on advance organizers, the author hypothesized that advance information could have a negative effect on reading comprehension. College students read two expository passages and then responded to multiple-choice comprehension questions. In Experiment 1, advance information in the form of stems of multiple-choice comprehension questions was provided to participants in one condition, whereas participants in a control condition received no advance information. Participants who had received information about comprehension questions in advance of reading the text did not perform better in answering comprehension questions that those who did not receive advance information. In Experiment 2, readers were allowed to refer back to the text after encountering the comprehension questions. Those who received advance information on the questions made more errors than participants who did not receive advance information

Cognitive psychology · Comprehension · Control (management · Linguistics · Multiple choice · Reading (process · Reading comprehension · Artificial Intelligence · Computer Science · Educational Strategies and Epistemologies · Intelligent Tutoring Systems and Adaptive Learning · Psychology · Reading and Literacy Development

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