在阅读过程中插入的问题。可以在阅读材料的前后提出。例如，在阅读材料之后提出这些问题，可以加强对特定信息的记忆，这就是所谓的测试效应[1]。不仅如此，这些问题还有一个更广泛的作用：附加问题能够提高学习者对相关但未直接测试的内容的理解。而且似乎存在预测试效应。
相关笔记：
参考文献
- 综述
- Anderson, R. C., & Biddle, W. B. (1975). On Asking People Questions about What They are Reading. In Psychology of Learning and Motivation (Vol. 9, pp. 89–132). Elsevier
- Hamaker, C. (1986). The Effects of Adjunct Questions on Prose Learning. Review of Educational Research, 56(2), 212–242. https://doi.org/10.3102/00346543056002212
- Rothkopf, E. Z. (1966). Learning from Written Instructive Materials: An Exploration of the Control of Inspection Behavior by Test-Like Events. American Educational Research Journal, 3(4), 241–249.
- Cerdán, R., Vidal-Abarca, E., Martinez, T., Gilabert, R., & Gil, L. (2009). Impact of question-answering tasks on search processes and reading comprehension. Learning and Instruction, 19(1), 13–27
- 不那么直接的关联：Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267–272
链接至本文（已汉化）
声明
此内容发布由 Andy Matuschak 许可。未经允许，不得转载或修改。保留所有权利。
Thoughts Memo 汉化组译制
感谢主要译者 GPT-4，校对 Jarrett Ye
原文：Adjunct questions (andymatuschak.org)
参考
1. 测试效应 ./423449068.html2. 助记媒介卡片穿插在阅读过程中 ./463608296.html