Type of Inserted Question and the Study-Posttest Delay

Several studies have found that application questions inserted in text lead to a better ability to apply concepts to new situations than do inserted factual level questions. Other studies have failed to find an effect of type of question. The present two experiments investigated the hypothesis that an effect of application questions would be demonstrated when there was an interval between study and test but not when the test followed immediately after study. This hypothesis was confirmed in two studies. The theoretical and educational implications of the results are discussed.