College students' use of task‐related information during studying

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Abstract
This investigation examined the effects of specific task‐related information on undergraduates’ studying behaviors and question‐answering performance. Forty students studied and were tested on a 4000‐word article about farming in Ireland. The results of the study demonstrated that specific postreading response criteria significantly improved the question‐answering performance of these older, proficient readers. Further, specific prereading directions were found to have a significant positive effect on students’ studying behaviors, including their willingness to redo all or part of the question task.