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Peer reviewedFarrar, Mary Thomas – Instructional Science, 1986
Argues that three tenets of the traditional wisdom about teacher questioning are based on inadequate research: (1) it is useful to classify questions as fact (lower level) or reason (higher level); (2) higher level questions are better; and (3) questions are good in general because they stimulate thought. (MBR)
Descriptors: Classification, Classroom Techniques, Cognitive Processes, Difficulty Level
Mai, Jens-Erik – Proceedings of the ASIS Annual Meeting, 1997
Analyzes key problems associated with representation of the intellectual content of digital objects. Presents a framework for analysis based on Peirce's notion of unlimited semiosis. This analysis is based on the assumption that every element in the subject indexing process could be regarded a sign. (AEF)
Descriptors: Access to Information, Classification, Cognitive Processes, Comparative Analysis
