The study examined the effects of questions on learning among 90 intermediate level educable mentally retarded children. Four types of learning were identified as relevant remembering, incidental remembering, relevant inferring, and incidental inferring. Results indicated that question position was an important variable in influencing the learning of EMR children, with Ss who received post-questions performing consistently better than those who received pre-questions. A significant interaction between question type and relevant criterion type was also found; children who received "remembering" training questions scored higher on the remembering relevant criterion test than children who had received "inferring" training questions, and children who received "inferring" training questions performed better on the inferring relevant criterion test than children who had received "remembering" training questions. (Author/SBH)