Abstract
This experiment examined the effects of headings and adjunct questions embedded in expository text on the delayed multiple-choice test performance of college students. Subjects in the headings-present group performed significantly better on the retention test than did the subjects in the headings-absent group. The main effect of adjunct questions was not significant, but there was a significant interaction of locus of control group and adjunct questions. For subjects with an internal locus of control, performance in the questions-present condition significantly exceeded performance in the questions-absent condition; however, adjunct questions did not significantly affect the performance of subjects with an external locus of control. The results support the view that headings may promote the organization of passage information so as to increase its general availability, and the results suggest possible differences in the organizational effects of adjunct questions in readers differing in locus of control.
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