Answering inserted adjunct questions with the text available produces higher delayed transfer learning than answering post-reading questions¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 First-year college students who answered questions inserted after question-relevant segments scored higher on a transfer test five days later than students who answered the same questions after reading the whole text. → Alba Rubio 2022
Evidence¶
Alba Rubio 2022¶
Alba Rubio, Eduardo Vidal-Abarca, Marian Serrano-Mendizábal. (2022). How to assist the students while learning from text? Effects of inserting adjunct questions on text processing. Instructional Science. https://doi.org/10.1007/s11251-022-09592-7
q3 · i2 · causal · r2
Randomized between-subjects experiment with 76 freshmen (39 inserted, 37 post-reading) studying two science texts with ten adjunct questions, tested five days later on a 10-item near-transfer test. The inserted condition outperformed the post-reading condition with a medium effect size, d = − 0.59 ("t(74) = − 2.59, p = .011, d = − 0.59").
"Results showed that learning was higher for inserted condition (M = 6.22, SD = 1.81) than for post-reading condition (M = 5.08, SD = 2.01), t(74) = − 2.59, p = .011, d = − 0.59"
Discussion¶
Related Claims¶
- Students in the inserted-question condition spend more time reading the text initially than students in the post-reading condition
- Inserted questions elicit more correct and fewer incorrect elaborations than post-reading questions, with no condition differences in paraphrases
- Post-reading-question students spend more time reading the questions for the first time than inserted-question students
- Post-reading-question students search significantly more text segments than inserted-question students, indicating less efficient search
- Question timing interacts with relevance of rereading: inserted-question students reread more relevant and less non-relevant information than post-reading students
- Question prompts improve learning — related
- Adjunct aids such as learning objectives and embedded questions show limited effects and may interfere with competent readers' natural strategies — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
inserted-adjunct-questions-better-learning-than-post-reading |
title |
Answering inserted adjunct questions with the text available produces higher delayed transfer learning than answering post-reading questions |
description |
Answering inserted adjunct questions with the text available produces higher delayed transfer learning than answering post-reading questions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — alba-rubio-2022 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.