Question timing interacts with relevance of rereading: inserted-question students reread more relevant and less non-relevant information than post-reading students¶
Claim · All claims
Evidence · 1 study · causalr2·q3
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 i? The condition × relevance-of-rereading interaction shows inserted-condition students allocated search time toward question-relevant information while post-reading students spent more time on non-relevant information. → 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 · i? · causal · r2
Robust two-way mixed ANOVA with relevance of rereading as within-subjects variable and condition as between-subjects variable in the randomized experiment. The interaction was significant, "F(1, 32.57) = 15.49, p < .001", with opposite rereading patterns in the two conditions; no effect size was printed.
"Results showed a significant interaction effect between question condition and relevance of rereading, F(1, 32.57) = 15.49, p < .001 (see Fig. 3). Students in the post-reading condition spent more average time rereading non-relevant information (M = 310.09, SD = 258.21) than relevant information (M = 208.66, SD = 139.05), whereas students in the inserted condition spent more average time rereading relevant information (M = 244.62, SD = 146.77) than non- relevant information (M = 183.45, SD = 154.69)"
Discussion¶
Related Claims¶
- Pre-reading relevance instructions did not change reading time on sentences targeted by the questions — related
- Answering inserted adjunct questions with the text available produces higher delayed transfer learning than answering post-reading questions
- Post-reading-question students search significantly more text segments than inserted-question students, indicating less efficient search
- Students in the inserted-question condition spend more time reading the text initially than students in the post-reading condition — related
- Post-reading-question students spend more time reading the questions for the first time than inserted-question students — related
- Inserted questions elicit more correct and fewer incorrect elaborations than post-reading questions, with no condition differences in paraphrases — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
question-timing-by-relevance-rereading-interaction |
title |
Question timing interacts with relevance of rereading: inserted-question students reread more relevant and less non-relevant information than post-reading students |
description |
Question timing interacts with relevance of rereading: inserted-question students reread more relevant and less non-relevant information than post-reading students |
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 |
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