References
- Anderson, Richard C. “How to Construct Achievement Tests to Assess Comprehension.” Review of Educational Research 42 (1972): 145–170.
- Anderson, Richard C., and Biddle, W. Barry. “On Asking People Questions about What They are Reading.” In The Psychology of Learning and Motivation, edited by Gordon H. Bower, pp. 90–132, 1975.
- Ausubel, David P. Educational Psychology: A Cognitive View. New York: Holt, Rinehard & Winston, 1968.
- Farley, Frank H., and Eischens, Roger R. “Children’s Processing of Prose: The Effects of Question Arousal, Text Complicity, and Learner Strata on Short and Long Term Retention.” ERIC Document EO 070 059.
- Frase, Lawrence T. “Some Data Concerning the Mathemagenic Hypothesis.” American Educational Research Journals (1968): 181–189.
- Rickards, John P., and Hatcher, Catherine W. “Interspersed Meaningful Learning Questions as Semantic Cues for Poor Comprehenders.” Reading Research Quarterly 13 (1977-78): 538–553.
- Rothkopf, Ernest Z. “The Concept of Mathemagenic Activities.” Review of Educational Research 40 (1970): 325–336.
- Swenson, Lugrid, and Kulhavy, Raymond W. “Adjunct Questions and the Comprehension of Prose by Children.” Journal of Educational Psychology 66 (1974): 212–215.
- Wadsworth, Barry, and Flagg, Barbara. “The Effect of Interspersed Questions on Learning from Written Materials in Elementary School Students and College Students.” ERIC Document ED 048 094.
- Watts, Graeme H. “The ‘Arousal’ Effect of Adjunct Questions on Recall from Prose Materials.” Australian Journal of Psychology 25 (1973): 81–87.
- Watts, Graeme H. “The Effects of Adjunct Questions on Learning from Written Instruction by Students from Different Achievemant Levels.” The Australian Journal of Education 19 (1975): 78–87.