A fixed-pace video-lesson which had adjunct questions (AQs) interspersed throughout was viewed by 134 freshman psychology students to determine if AQs have a facilitative effect on relevant and/or incidental learning from a videotape lesson, and, if they do, to discover the optimal combination of the factors of position and type of question, and feedback. Subjects viewed a videotape containing prequestions or postquestions of the knowledge or comprehension type, either with or without feedback. This yielded eight experimental treatment conditions, each with 13 subjects. A control group of 30 subjects which only viewed the videotape was also included. The results indicate that AQs have a facilitative effect on learning from videotape learning materials intended for viewing in a group. Total learning and relevant learning were enhanced by the addition of AQs to the videotape, while incidental learning was not affected. The results further suggest that AQs may function differently in a videotape than in a written prose text. Three tables of data and a 17-item bibliography are included. (CHC)