Abstract
The "False Premise Task" (FPT) is one that asks learners to answer a question based on a false premise that contradicts contents of the learning material. To answer the FPT correctly the learners should not give an answer directly but point out the mistake of the premise. Until now, the FPT has been used as an instructional measure in several experimental studies of the teaching -learning process. The purpose of this paper is to review 6 studies using the FPT. The results indicate that FPT was more difficult to resolve than the retention task and the transfer task, and detected most sensitively effects of instructional variables, especially instruction that helped learners interrelate knowledge. Judging from the above, it was suggested that (a)FPT was available as a knowledge assessment technique that was different from the retention task and the transfer task;(b)the learners who succeeded in resolving the FPT might be on the level of knowledge that enables them to apply acquired knowledge to the control of their reasoning processes;(c)teaching that emphasizes the interrelations of knowledge had positive effect on the control application of knowledge. Finally, some implications to future study and educational practice were discussed.
