The Effects of Time, Access, and Question Type on Response Accuracy and Frequency of Lookbacks in Older, Proficient Readers

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Abstract
This investigation examined the effects of variation in conditions for learning on lookback use and response accuracy in proficient readers and explored readers' awareness of their strategic behavior. Fifty-two college undergraduates studied a 1300-word expository passage and answered three text-based questions and one reader-based question. Half of the subjects worked under a 10-minute time limit, while the others had unlimited time. For half of the subjects, questions were presented with the passage; for the other half, questions were received after the passage had been studied and turned over. Analysis revealed that subjects who had the questions presented with the text looked back more and responded more accurately than did those receiving questions separately. Time limit did not affect use of lookbacks or accuracy, and subjects looked back for text-based questions only. Based on comparison with observational data, post-task verbal reports were found to be fairly accurate records of lookback use.