Memory & Cognition

, Volume 6, Issue 3, pp 266–273

Reading and cognitive capacity usage: Adjunct question effects


  • Bruce K. Britton
    • University of Georgia
  • Alan Piha
    • University of Georgia
  • Johnny Davis
    • University of Georgia
  • Ellen Wehausen
    • University of Georgia

DOI: 10.3758/BF03197455

Cite this article as:
Britton, B.K., Piha, A., Davis, J. et al. Memory & Cognition (1978) 6: 266. doi:10.3758/BF03197455


Cognitive capacity usage during reading was measured in two experiments. During reading of a 27-page passage on marine biology, text-relevant inserted questions, irrelevant questions, or no questions were answered by undergraduates. Cognitive capacity usage increased when text-relevant questions began but not when irrelevant questions began or when no questions were given. The increase in cognitive capacity usage was largest on pages immediately following questions. Cognitive capacity is used in the elaborative stages of text processing.

Download to read the full article text

Copyright information

© Psychonomic Society, Inc. 1978