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Peer reviewedGraesser, Arthur C.; McMahen, Cathy L. – Journal of Educational Psychology, 1993
Whether anomalous information causes an increase in questions generated by college students as they solve quantitative problems or comprehend stories was studied in 5 experiments involving 160 undergraduates. Results support an anomaly hypothesis that predicts more questions when there are anomalous transformations of original problems or stories.…
Descriptors: Higher Education, Predictive Measurement, Problem Solving, Questioning Techniques
Peer reviewedFelker, Daniel B.; Dapra, Richard A. – Journal of Educational Psychology, 1975
Basic mathemagenic concepts were tested under instructional conditions. Research areas of interest were the effect of two different types of adjunct questions and adjunct question positions on problem solving ability on prose materials. (Author/DEP)
Descriptors: Behavior, College Students, Comprehension, Individual Differences
Peer reviewedKing, Alison – Journal of Educational Psychology, 1991
A question-answering strategy for problem solving is described, and the effects of instruction in that strategy on student learning are examined in a computer-assisted context involving 46 fifth graders. The reasons students trained in guided questions performed better are discussed. (SLD)
Descriptors: Children, Computer Assisted Instruction, Elementary School Students, Grade 5
Peer reviewedPerry, Michelle; And Others – Journal of Educational Psychology, 1993
Types of questions asked in first-grade mathematics classes in Japan, Taiwan, and the United States were investigated. Observations of 311 lessons by 16 Japanese, 20 Taiwanese, and 33 U.S. teachers suggest that the kinds of questions asked in Taiwan and Japan contribute to more sophisticated mathematical knowledge. (SLD)
Descriptors: Cross Cultural Studies, Elementary School Students, Elementary School Teachers, Foreign Countries
