Discussion of intelligent computer-assisted instruction (ICAI) systems focuses on tutorial strategies. Highlights include artificial intelligence; degree of learner control; student modeling requirements in ICAI; ICAI system architecture; forms of knowledge; and tutoring functions, including questioning, teaching, and motivating. (17 references)…

The study compared effects of two ways of making text more explicit for learning disabled (LD) children: by adding supportive information or asking inference questions at the ends of episodes. Adding elaborative content enhanced story understanding while asking inference questions was not more effective than the explicit version of the text alone.…

This article presents a rationale for development and implementation of computer based interactive videotape (CBIV) in preservice teacher education; identifies advantages of CBIV simulations over other practice exercises; describes economical production procedures; discusses implications and importance of these simulations; and makes…

Interviewing for campus publications is discussed. Ten tips for conducting successful interviews are presented including: bend and grovel if need be to get an interview, sidestep the word interview, always be early for an interview, use a tape recorder, and get anecdotes. (MLW)

Examines the effect of inserted questions with and without feedback on students' estimates of posttest performance. Finds that requiring students to answer inserted questions and then providing students with feedback on their responses leads to more accurate student estimates of posttest performance. (MG)

Preschoolers presented with a difficult match-to-sample task requiring task analysis performed successfully when taught to overtly ask themselves questions about the salient features of each display and then answer the questions. Most subjects performed poorly when told not to use the self-questions and answers, but performed well again when…

Explores the effects of question task conditions on reading comprehension and metacomprehension for proficient readers, disabled readers, and deaf readers. Finds several significant interaction effects for both demonstrated and perceived comprehension performance in selected-response and constructed-response question tasks under both lookback and…

Investigates the effect of having students discuss the application of learning on their subsequent test performance. Results show that the principles treatment group scored higher on factual questions but not on application questions. Points out this process may be a useful tool in retaining factual material. (KO)

Describes a technique to improve the benefits of Sustained Silent Reading (SSR). Provides sample questions which encourage students to monitor and gain insight into their own reading and responses to what they have read. (MM)

Poor readers can be taught to improve their comprehension skills by utilizing the same self-questioning techniques that good readers use spontaneously. Three questioning techniques (Question-Answer Relationship or QAR, ReQuest, and Reciprocal Teaching) are highlighted as empirically supported instructional strategies appropriate for students…

Discusses a classroom role-playing exercise in which students and teacher re-enact interviewing techniques that cause subjects to assume characteristics of the multiple personality. Demonstrates the social psychological aspects of multiple personality disorder. Considers the pedagogical and ethical implications of creating the multiple personality…

Discusses how teachers can provide classroom experiences that lead young readers to react critically to what they read. Suggests ways to focus attention and target evaluative responses to literature. (MM)

The relationship between the verbal ability of 50 fifth graders and the adaptive nature of questions they asked while trying to find vocabulary synonyms was studied. Those with high verbal ability asked more necessary questions and, when items were difficult, asked more unnecessary questions, probably to increase confidence. (SLD)

Examined three-year olds' difficulty in recalling a false belief immediately after they discover the true state of affairs. Challenges the argument that children are genuinely amnesic and their false belief is deleted and no longer available for retrieval. Suggests that three-year-olds have been much underestimated in their capacity to undertake…

Examined the degree to which young children can use anatomically detailed dolls to show what they remembered of their experience in a case of suspected sexual abuse. Very young children had difficulty appreciating and exploiting a representational relation between themselves and a doll. Consequently, they provided more information verbally and…