摘要
It is well known that humans learn through a process of assimilation, incorporating new concepts into existing cognitive structures and forming revised representations in their mental lexicon. The study examines the application of the theories underlying Graesser＇s QUEST model to the high school classroom, to determine if the framing of new concepts into question-asking protocols and cognitive rehearsal regimes allows for increased and enhanced learning in high school students. Mandler＇s seminal work in Cognitive Psychology, Learning, and Memory are well known （1967） as is the work of one of his former graduate students, now Professor Emeritus, Dr. Arthur C Graesser from the University of Memphis （USA） who developed the QUEST model with his own graduate students, including Dr. Pardo, in the AI and Cognitive Science Laboratories at the University of Memphis. A pre-test/post-test quasi-experimental design was applied to two different levels of math and science classes, and overall performance was measured by how many questions they could answer before and after the classroom instruction.
