Adjunct application questions facilitate later application, or do they?

In 7 experiments, approximately 700 college and high school students studied texts containing either adjunct application or adjunct factual questions. Ss were then tested for their ability to apply the presented concepts. Across the 7 studies, 5 found no significant differences between factual and application questions, and 2 found a superiority for factual questions. A comparison with previous studies investigating the same variable suggests that a chance model most parsimoniously explains the data. This analysis suggested that type of adjunct question exerts little influence on students' later ability to apply presented concepts. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)