Rickards, J. P. (1976). Interaction of position and conceptual level of adjunct questions on immediate and delayed retention of text. Journal of Educational Psychology, 68(2), 210-217.
http://dx.doi.org/10.1037/0022-0663.68.2.210
75 college students read an 800-word passage that had conceptual or verbatim questions placed either before or after the associated text segments. A control group received inserted questions drawn from commmon knowledge. In general, conceptual prequestions produced higher recall than conceptual postquestions, and verbatim prequestions yielded less recall than verbatim postquestions. While verbatim postquestions and conceptual prequestions were superior to control questions on the immediate recall test, only conceptual prequestions exceeded the control questions on delayed recall. Correlational and clustering analyses support the view that conceptual prequestions produce more highly structured and organized memories than verbatim postquestions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)