The presence of questions improved retention for material directly related to the questions but not for incidental information, and their presence had no effect on the amount of retroactive inhibition. (Author)

A study investigated the conditions and processes that stimulate questions in adults. During the experiment, the amount of effort required to assimilate a prose text was manipulated and the influence of this factor on the number of questions asked as well as on the capacity of retaining information was examined. This was done by activating…

In response to assumptions that inquiry processes and methodology will best develop a student's cognitive skills, seven questions are posed to highlight key points that inquiry oriented curriculum materials must provide. (JH)

Children from grades 1, 3, and 5 were exposed (in pairs) to a series of slides accompanied by descriptive statements, and invited to ask questions. Questions were answered for 1 subject in each pair. A clear reinforcing effect of providing answers to children's questions was found. (Author/CS)

Presents and discusses one set of comprehension questions found in "A Teacher's Guide to the Macmillan Readingtime Books." (RB)

Since questions are used in a wide variety of ways to test comprehension, clarify communication, and determine levels of proficiency, it is important to be aware of the factors that influence how an individual answers a question. The influence on comprehension of vocabulary, syntax, and material organization has been studied and this influence…

Phase I of the Measurement of Respondent Burden is described. The focus of the study was upon correlates of self perceived respondent burden, i.e., factors associated with the presence of negative feelings such as annoyance, frustration or inconvenience which may be experienced by survey participants during face-to-face interviews at their homes.…

The Office of Academic Support and Instructional Services (OASIS) at the University of California at San Diego sponsors a workshop that teaches tutors to use five types of probing skills. The use of the skills is fundamental to the student learner's acquisition of complex relationships and problem solving skills. The five types of probes are:…

INTERRELATIONS AMONG PHYSIOLOGICAL AND PSYCHOLOGICAL VARIABLES OPERATING DURING PROBLEM-SOLVING TRIALS WERE STUDIED. A SIMULTANEOUS ANALYSIS OF THESE VARIABLES AIMS AT A STUDY OF STRESSES DEVELOPING WHEN SUBJECTS ATTEMPT PROBLEM-SOLVING. QUESTION-STUDY INTERPRETIVE TECHNIQUES AND PROBLEMS REFERENCED IN EARLIER REPORTS (ED 003 005 AND ED 003 006)…

This paper offers suggestions to help social studies teachers improve the oral and written questions they pose in class and use pre- and post-question behaviors which enhance the chances for appropriate student answers. Seven types of questions are identified as useful questioning strategies in many social studies situations. They are…

This paper reviews research studies concerning the effectiveness of varying strategies for teaching questioning skills and groups them into the following organizational scheme: (a) study of question classification systems as a strategy for teaching questioning skills, (b) use of laboratory experiences as a strategy for teaching questioning skills,…

This manual presents the rationale and coding system for the study of dyadic interaction between teachers and children in classrooms. The introduction notes major differences between this system and others in common use: 1) it is not a universal system that attempts to code all classroom behavior, and 2) the teacher's interactions in his class are…

Recent interest in the direct, descriptive study of teaching has led to renewed attention to the types of questions asked by teachers. An important contributing factor has also been the progress made in the analysis of cognitive operations and the identification of a complex hierarchy of operations. Several observation systems developed from…

Teachers have been learning to improve their questioning strategies to facilitate students' thinking. The students too should learn the skill of questioning to be a good reader for the rest of their lives. The teacher's first job is to identify for students the skill of questioning as a way of understanding the writer, pinpointing his purpose,…

The author emphasizes the importance of imagination in literature for children and suggests that teachers can use books of fantasy and fiction in teaching emotional and creative responses as well as concepts and facts. In particular, the author discusses teaching about temporal and spatial relationships and explains how imaginative books combined…