Adjunct questions inserted in text requires that an individual is retrieving known concepts and constructing the new meaning. In this process, the individual has to recall the knowledge just studied and locate exactly the location of the information. This study attempts to examine the (a) instructional effects of varied types of adjunct questions in facilitating student achievement of higher order levels of learning (comprehension), and (b) instructional effects of varied types of adjunct questions on the achievement of students identified as field independent/field dependent (FI/FD). One hundred thirty two college level students participated in the study. Results indicate that the FI students have sufficient learning style strategies to interact successfully without the use of questions for certain kinds of learning but their learning can be improved through the use of higher order adjunct questions. The achievement levels of FD learners can also be improved incrementally via the use of question types instigating deeper levels of information processing.