ABSTRACT
This chapter deals with the issue of whether answering questions increases memory of materials that children are asked to learn. The question types tested and the issues addressed often have been derived in a straightforward fashion from the adult literature rather than from cognitive-developmental theoretical positions. Research on the effects of self-questions, teacher questions, and text questions on children’s learning also is considered. The chapter provides an overview of interrogative metamemory acquisition procedures (MAPs). Interrogative MAPs are questions designed to increase metamemory, and thus, they are hypothesized to increase self-control of cognitive processes and strategies. The chapter shows that Ross's work tapped a dimension that is potentially very important in children's real-world learning. Ross's data suggest that it may be important to persuade children to make inquiries about study materials as well as important to answer children's questions once posed.
