A 3 x 3 x 2 factorial design was used with 120 undergraduate subjects to study the effects of question type on learning from prose. A 2,000-word reading passage on geological history was presented, with factual questions on each page. Questions were also presented after the reading activity. When compared to a reading only control group, the short answer adjunct questions appeared to exert a stronger influence on processing strategies than did multiple choice questions. The direction of the adjunct question effect was the same for both question types as evidenced by the lack of a significant question type or learning subtest interaction. (Author/MV)