Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

Britton, B.K., Piha, A., Davis, J. & Wehausen, E. (1978). Reading and cognitive capacity usage: adjunct question effects. Memory & Cognition 6, 266-73.

Burton, J.K., Niles, J.A., Lalik, R.M. & Reed, W.M. (1986). Cognitive capacity engagement during and following interspersed mathemagenic questions. Journal of Educational Psychology 78, 147-52.

Carmichael, L. & Dearborn, W.F. (1947). Reading and visual fatigue. Boston, MA: Houghton Mifflin.

Cook, L.K. & Mayer, R.E. (1983). Reading strategies training for meaningful learning from prose. In M. Pressley & J.R. Levin, eds. Cognitive strategy research: educational applications. New York: Springer.

Dansereau, D.F., Collins, K.W., McDonald, B.A., Holley, C.D., Garland, J., Dickhoff, G. & Evans, S.H. (1979). Development and evaluation of a learning strategy training program. Journal of Educational Psychology 71, 64-73.

Deese, V. (1957). How to study. New York: McGraw-Hill.

Duchastel, P. (1979) Learning objectives and the organization of prose. Journal of Educational Psychology 71, 100-06.

Dweck, C. (1986). Motivational processes affecting learning. American Psychologist 41, 1041-48.

Ellis, J.A., Konoske, P.M, Wulfeck, W.H. H & Montague, W.E. (1982) Comparative effects of adjunct postquestions and instructions on learning from text. Journal of Educational Psychology 74, 860-67.

Ericsson, K.A. & Simon, H.A. (1980). Verbal reports as data. Psychological Review 87, 215-5 1.

Frase, L.T. & Kammann, R. (1974). Effects of search criterion upon unanticipated free recall of categorically related words. Memory and Cognition 2, 181-84.

& Keitzberg, V.S. (1975). Effect of topical and indirect learning directions on prose recall. Journal of Educational Psychology 67, 320-24.

Frederiksen, C.H. (1972). Effects of task-induced cognitive operations on comprehension and memory processes. In R.O. Freedle & J.B. Carroll, eds. Language comprehension and the acquisition of knowledge, 211-46. New York: Wiley.

Gagne, E.D. & Rothkopf, E.Z. (1975). Text organization and learning goals. Journal of Educational Psychology 67,445-50.

Gerber, G., Gross, L, Jackson-Beek, M. & Signorelli, N. (1978) Cultural indicators: violence profile No. 9. Journal of Communications 28, 176-207.

-, Signorelli, N. & Morgan, M. (1980) Aging with television: images on television drama and conceptions of social reality. Journal of Communication 30, 37-47.

Glover, J.A. (1989). The "testing" phenomenon: not gone but nearly forgotten. Journal of Educational Psychology 81,392-99.

-, Plake, B.S. & Roberts, B. (198 1) Distinctiveness of encoding: the effects of paraphrasing and drawing inferences on memory for prose. Journal of Educational Psychology 73,736-44.

Halpain, D.R., Glover, J.A. & Harvey, A.L. (1985). Differential effects of higher and lower order questions: attention hypothesis. Journal of Educational Psychology 77, 703-15.

Hoffman, A.C. (1946). Eye-movements during prolonged reading. Journal of Experimental Psychology 36, 95-118.

Hull, C.L. (1943). Principles of behavior New York: Appleton-Century-Crofts.

Jones, B.F., Friedman, L.B., Tinzmann, M. & Cox, B.E. (1984). Content-driven comprehension instruction: a model for army training literature, Technical Report, Army Research Institute, Alexandria, VA.

Kaplan, R. & Rothkopf, E.Z. (1974). Instructional objectives as direction to learners: effect of passage length and amount of objective-relevant content. Journal of Educational Psychology 66, 448-56.

Kintsch, W. & van Dijk, T.A. (1978). Towards a model of text comprehension and production. Psychological Review 85,363-94.

Koether, M.E. & Rothkopf, E.Z. (1978). Instructional effects of discrepancies in content and organization between study goals and information sources. Journal of Educational Psychology 70, 67-7 1.

Landauer, T.K. & Ainslie, K.I. (1975). Exams and use as preservatives of course-aspired knowledge. Journal of Educational Research, 69-104.

- & Bjork, R.A. (1978). Optional rehearsal patterns and name learning. In M.M. Gruneberg, P.M. Morris & R.N. Sykes, eds. Practical aspects of memory, 52-60. London: Academic.

Mager, R.F. & McCann. (1961). Learner-controlled instruction. Belmont, CA: Varian.

McDonald, F.J. (1965). Educational psychology. Belmont, CA: Wadsworth.

Mayer, R.E. (1980). Elaboration techniques that increase the meaningfulness of technical text: an experimental test of the learning strategy hypothesis. Journal of Educational Psychology 72, 720-84.

Mechanic, A. (1962). Effects of orienting task, practice, and incentive on simultaneous incidental and intentional learning. Journal of Experimental Psychology 64, 393-99.

Meyer, B.J.F. (1975). The organization of prose and its effect on memory. Amsterdam: North-Holland.

Nickerson, R.S. (1988). On improving thinking through instruction. In E.Z. Rothkopf, ed. Review of research in education Vol. 15, 3-57. Washington, DC: American Educational Research Association.

Postman, L. (1964). Short-term memory and incidental learning. In A.W. Melton, ed. Categories of Human Learning, 146-201. New York: Academic.

- & Senders, V.L. (1946). Incidental learning and generality Of set. Journal of Experimental Psychology 36, 153-65.

Reynolds, R.E. & Anderson, R.C. (1982). Influence of questions on the allocation of attention during reading. Journal of Educational Psychology 74, 623-32.

Standiford, S.N. & Anderson, R.C. (1979). Distribution of leading time when questions are asked about a restricted category of text information. Journal of Educational Psychology 71, 183-90.

Robinson, F. (1970). Effective study, 4th ed. New York: Harper & Row.

Ross, B.H. (1984). Remindings and their effects in learning a cognitive skill. Cognitive Psychology 16, 371-416.

Rothkopf, E.Z. (1963). Some conjectures about inspection behavior in learning from written sentences and the response mode problem in programmed self-instruction. Journal of Programmed Instruction 2, 31-46.

-, (1965). Some theoretical and experimental approaches to problems in written instruction. In J.D. Krumboltz, ed. Learning and the educational process, 193-22 1. Chicago, IL: Rand McNally.

-, (1966). Learning from written instructive material: an exploration of the control of inspection behavior by test-like events. American Educational Research Journal 3, 241-49. (1968). Two scientific approaches to the management of instruction. In R. Gagne & W.J. Gephart, eds. Learning research and school subject learning, 107-32. Itasca, IL: Peacock.

-, (1970). The concept of mathemagenic activities. Review of Educational Research 40, 325-36.

--(1971). Experiments on mathemagenic behavior and the technology of written instruction. In E.Z. Rothkopf & P.E. Johnson, eds. Verbal learning research and the technology of written instruction, 284-303. New York: Columbia University Teachers College Press.

-, (1972). Variable adjunct question schedules, interpersonal interaction and incidental learning from written material. Journal of Educational Psychology 63, 87-92.

-, (1976). Writing to teach and reading to learn: a perspective on the psychology of written instruction. In N.L. Gagne, ed. The psychology of teaching methods. The 75th yearbook of the National Society for the Study of Education, 91-129.

-, (1978). Analyzing eye movements to infer processing styles during learning from text. In J.W. Senders, D.F. Fisher & R.A. Monty, eds. Eye movement and the higher psychological functions, 209-23. Hillsdale, NJ: Erlbaum.

-, (1981). A macroscopic model of instruction and purposive learning: an overview. Instructional Science 10, 105-22.

& Billington, M.J. (1975). A two-factor model of the effect of goal-descriptive directions on learning from text. Journal of Educational Psychology 67, 692-704.

-, & - (1979). Goal-guided learning from text: inferring a descriptive processing model from inspection times & eye movements. Journal of Educational Psychology 71, 310-27. & Bisbicos, E.E. (1967). Selective facilitative effects of interspersed questions on learning from written material. Journal of Education Psychology 58, 55-61.

-, & Bloom, R.D. (1970). Effects of interpersonal interaction on the instructional value of adjunct questions in learning from written material. Journal of Educational Psychology 61,416-22.

-, & Coke, E.U. (1963). Retention interval and rehearsal method in learning equivalences from written sentences. Journal of Verbal Learning and Verbal Behavior 2, 406-16. & - (1966). Variations in phrasing, repetition interval, and the recall of sentence materials. Journal of Verbal Learning and Verbal Behavior 5, 86-9 1.

-, & Kaplan, R. (1972). An exploration of the effect of density and specificity on instructional objectives on learning from text. Journal of Educational Psychology 63, 295-302.

Sagerman, N. & Mayer, R.E. (1987) Forward transfer of different reading strategies evoked by adduct questions in science text. Journal of Educational Psychology 79, 189-9 1.

Seretny, M.L. & Dean, R.S. (1986) Interspersed postpassage questions and reading comprehension achievement. Journal of Educational Psychology 76, 228-29.

Stigler, V.W. & Barnes, R. (1988). Culture and mathematical thinking. In E.Z. Rothkopf, ed. Review of research in education, Vol. 15, 253-306. Washington, DC: American Educational Research Association.

Underwood, B.V. (1963) Stimulus selection in verbal learning. In C.N. Cofer & B.S. Musgrave, eds. Verbal behavior and learning, 33-47. New York: McGraw-Hill.

Von Glaserfeld, E. (1987). Learning as a constructive activity. In C. Janvier, ed. Problems of representation in the teaching and learning of mathematics, 3-18. Hillsdale, NJ: Erlbaum.

Weinstein, C.E. (1978). Elaboration skills as a learning strategy. In H.F. O'Neill, ed. Learning strategies. New York: Academic.

Zimmerman, B.V. (1979). Effects of model persistence and success on children's problem solving. Journal of Educational Psychology 71, 508-13.