The Effect of Adjunct and Test Question Similarity on Study Behavior and Learning in a Training Course

Abstract

The effects of adjunct postquestions in an individualized training course were tested. Unlike most laboratory questioning studies, the questions were part of the training materials. The materials directed students to specific questions after completing a portion of the instructional materials. To assess the effect on study behavior and learning, the percent of adjunct questions identical to the lesson and final test questions was varied in four conditions: no questions, 0 percent, 50 percent, and 100 percent identical. The 100 percent group was superior on all measures. The remaining groups differed on several measures.