Memory & Cognition

, Volume 6, Issue 3, pp 266–273

Reading and cognitive capacity usage: Adjunct question effects

Authors

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

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
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Abstract

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.

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Copyright information

© Psychonomic Society, Inc. 1978