The benefits of embedded question adjuncts for low and high structure builders.

By A. Callender, Mark A. McDaniel. 2007

90 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/72b5fb49dbf6c76d586d8bd058d3351dc34a863a

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Learning Styles (2008, unknown): “To test these predictions, Callender and McDaniel (2007) had college-age subjects read a chapter from an introductory psychology textbook with or without embedded questions.”
Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement. (2011, background): “…especially those that include feedback, such as in-class reviews, homework, self-explanation (e.g., McDaniel & Donnelly, 1996), and open-book questions (e.g., Agarwal, Karpicke, Kang, Roediger & McDermott, 2008; Callender & McDaniel, 2007), are not also effective active learning techniques.”
Generating Natural Language Questions to Support Learning On-Line (2013, background): “Ample research (e.g., Callender and McDaniel, 2007) shows that learners learn more, and more deeply, if they are prompted to examine their learning materials while and after they study.”
When does Retrieval Induce Forgetting and When does it Induce Facilitation? Implications for Retrieval Inhibition, Testing Effect, and Text Processing (2009, background): “Alternatively, readers with different structure building ability (Callender & McDaniel, 2007; McDaniel, Hines, & Guynn, 2002) may vary on how well they can update already-formed situation models to incorporate new ideas, so it is possible that low structure builders are more likely to experience…”
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017, background): “For example, Callender and McDaniel (2007) demonstrated that testing effects are stronger for participants with low reading comprehension abilities.”