Eye Movements as a Function of Adjunct Question Placement
Bibliographic Data
| ID | 8222656 |
|---|---|
| Authors | Robert L Morasky (State University of New York at Plattsburgh, corresponding author) |
| Year | 1972 |
| Volume | 9 |
| Issue | 2 |
| Pages | 251 |
| Publication date | 1972-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1161686 |
| OpenAlex | W4235808183, W2009767431 |
| Language | EN |
| Citations received | 1 |
| References cited | 8 |
The purpose of the present paper was to investigate the effects of differential placement of questions in written materials on reading time and eye movements. A number of authors have demonstrated that placing questions before or after paragraphs containing the answers to the questions will influence the amount learned from the paragraphs (Rothkopf, 1966; Rothkopf and Bisbicos, 1967; Frase, 1967; Frase, 1968a; Morasky, 1969). Most data indicate that increased learning will result when detailed-type questions appear after paragraphs. However, with common words or phrase-type questions, no differences in learning occur when questions are differentially placed (Morasky, 1969). In connection with question placement, Rothkopf (1963) has hypothesized that certain inspection-like accompany learning and specifically, reading, and that such could increase or decrease when questions are systematically interspersed between paragraphs. These inspection-like have been labelled behaviors by Rothkopf. A specific mathemagenic behavior associated with learning from written materials should be eye movement. On the basis of this hypothesis, it would be expected that since there is no difference in learning given differential placement of common-words type questions, there would also be no difference in the frequency of a mathemagenic behavior like eye movement. However, Morasky and Willcox (1970) demonstrated that reading time was significantly longer with questions placed after paragraphs than with questions placed before paragraphs. This would suggest that
Adjunct · Aesthetics · Cognitive psychology · Differential (mechanical device · Differential effects · Eye movement · Function (biology · Linguistics · Movement (music · Phrase · Reading (process · Artificial Intelligence · Computer Science · Educational Strategies and Epistemologies · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Language, Metaphor, and Cognition · Medicine · Neuroscience · Philosophy · Psychological and Educational Research Studies · Psychology · Visual and Cognitive Learning Processes
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |