The Mathemagenic Effects of Factual Review Questions on the Learning of Incidental Information: A Critical Review

It has been claimed in several studies (Rothkopf, 1966; Rothkopf & Bisbicos, 1967; Frase, 1967; Frase, 1968; Bruning, 1968) that groups given factual review questions perform significantly better on a criterion test of incidental information than control groups given no questions. In these studies the factual review questions were interspersed shortly after segments of text to which they were relevant. The incidental information, which was required to answer the criterion test, occurred in the lesson but did not answer treatment (i.e. factual review) questions. The claims that factual review questions have a facilitating effect on the learning of incidental information have been cited as support for mathemagenic activities. Mathemagenic is a word coined by Rothkopf to encompass behaviors that give birth to learning. Of the evidence in support of mathemagenic behavior only factual review questions have been claimed to facilitate a performance superior to no questions in the learning of incidental information. Superior performance on a test of incidental information is evidence for positive mathemagenic behavior. The studies cited above will be reviewed to determine whether'there is any evidence for the positive effects of factual review questions compared to no questions. The five studies claiming superior results for factual review questions vs. no questions on criterion tests of incidental information will be reviewed in chronological order. Earlier studies on this subject are not considered since they lacked proper control for the transfer of information from experimental to criterion test questions. The critical reviews that follow cover both statistical procedures and other aspects of research design. Following these reviews some recommendations are made for future research in this area.