Abstract
Recent formulations in cognitive psychology have significantly modified our view of the prose learning process. Both the structure of the prose passage and learner characteristics have been shown to consistently influence the learning of prose. Given these recent formulations, a reevaluation of the research on the effectiveness of adjunct aids in a prose learning setting should provide for a better understanding of the usefulness of these aids. The present article evaluates the effectiveness of adjunct questions and objectives in a prose learning setting. A framework that includes the above formulations is used to organize and direct the analysis and discussion of results. The framework proved to be very useful in (a) the identification of processes responsible for the effects of the two adjunct aids, (b) the explanation of unusual and/or discrepant results, and (c) the generation of recommendation for future research
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