While neither the linguistically normal nor the language-disordered groups had achieved an adult level of competence, normal children were much more aware of the interactive nature of discourse than language-disordered children. Language-disordered children frequently ignored and responded inappropriately to requests. (Author)

Undergraduates generated names of U.S. presidents, states, or animals prior to presentation of a lists of states and presidents. Last recall was tested after 15 minutes or one day. Recall from the mobilized category exceeded recall from the nonmobilized category regardless of whether subjects had previously generated items. Explanations are…

Argues that questions can guide the course of knowledge acquisition and that they, combined with other factors, can create the figure and ground of text. (FL)

Reviews the literature on the role of questions in education, in philosophical analysis, and in practical and therapeutic settings. The discussion deals with the effects of questions on respondents, questioning strategies, and the impact of questions on the respondents' cognitive and expressive processes. (AM)

Reviews 22 studies dealing with the effect of question placement on reading comprehension. Shows that 10 favored and 12 opposed the use of prequestions. (FL)

Outlines the rudiments of formal logic in a manner comprehensible by preschoolers and early elementary schoolchildren. Includes suggestions as to how the teacher might teach basic logical principles through children's literature and by capitalizing on children's spontaneous responses whenever possible. (CT)

Describes a history unit in which secondary students use the mysteriously carved Champlain's Rock (near Renfreu, Ontario) as a starting point for inquiry into the evidence of the French exploration of Eastern Canada. Students learn about hypothesis formation and testing, frames of reference, bias and prejudice, and they write two essays. (AM)

This article examines the research on different levels of questions inserted in prose. The first section defines the level of questions and presents a number of theoretical issues. The second section discusses methodological issues in research, such as inadequate directions to subjects. The final section provides recommendations for further…

Discusses the theory of self-disclosure and outlines a proposed model of self-disclosure appropriate for reference work and question negotiations between librarians and library users. (Author/FM)

A theoretical model depicting the mental process of inquiry is presented and discussed. It is mainly composed of givens, operations, transitional outcomes and terminal outcomes. The different mental paths followed as well as the various alternative outcomes are also discussed and a number of implications deduced. (Author)

Results of an informal experiment conducted with five seven-year-olds and three nine-year-olds suggest that being able to infer well from a piece of reading material does not necessarily prevent children from making mistakes at the level of literal comprehension. (GT)

Suggests techniques for improving students' ability to grasp the main idea in what they read and to form conclusions based on their reading. Brainstorming, outlining, questioning, and paraphrasing are some of the methods recommended. (Author/SJL)

Argues that allowing students five seconds to think about a question both before and after they answer it improves the quality of the answers they give. (FL)