To establish guidelines for differential processing of structured experi
ences, predictions for types of processing questions appropriate to indi
viduals at various stages of development were based on self-knowledge
theory. Two instruments were administered to 111 participants to test the
predictions: the Experience Recall Test, used to assess the level of stage
development, and the Mirroring Questionnaire, used to determine suc
cess in responding to stage-linked processing questions following a struc
tured experience. Analysis of data revealed a significant positive
relationship between the self-knowledge stage and success in responding
to questions associated with the stage. The results suggest that self-
knowledge theory can be used to specify guidelines for processing activi
ties to make them more effective tools. Implications for other aspects of
counseling and further research are discussed.
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