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or paraphrasing of textual information) that do not lead to significant learning (Rittle-
Johnson & Loehr, 2016).
On
organization and mental processing of relevant information (Hunt, 2006; McCrudden &
Scraw, 2007). This technique has been shown to be more effective than re-reading or re-
studying
effectiveness of this procedure depends on various aspects, including the type of questions
(Cerdán
promotion
2015).
Regarding
question
Vidal-Abarca, 2008; Cerdán et al., 2009; Vidal-Abarca, Gilabert, & Rouet, 2005). Text-
based (TB) questions and situation-model (SM) questions produce different processing
patterns
strategies
inferences
knowledge (Ozgungor & Guthrie, 2004). Numerous studies affirm the efficacy of high-
level
understanding (Ozuru, Briner, Kurby, & McNamara, 2013; Vidal-Abarca et al., 2005).
SM questions contributes to the realization of
inferences between the new
and that already stored in long-term memory (Cerdán, et al., 2009). Consequently, SM
questions facilitate the construction of a coherent and integrated mental representation of
the
Ozgungor & Guthrie, 2004).
The nature of the technique to be implemented influences learning. The questions
offer an explicit reading objective to the student, either to locate relevant information in
the
information to other situations not explicit in the text (SM questions). Nevertheless, SE
do not offer an explicit demand, so that, students attend to the structure of the text to
differentiate which information in the text is relevant (Schraw, Wade, & Kardash, 1993).
Objectives and hypotheses
The main objective of this study is to analyze the efficacy of guiding the reading
and learning of complex declarative knowledge (e.g., scientific knowledge) through the
technique of answering open-ended questions (AOQ) versus the use of self-explanations
(SE).