Presented are the purposes served by mathematical investigation--the exploration of open situations in a relatively unstructured way--and an example (investigating numbers adding to 13), with numerous questions and conjectures. (MNS)

Examines the effects of direct instruction in finding the main idea of an expository text, and in monitoring reading comprehension using self-generated questions based on main ideas. Reports that reading comprehension improved with direct instruction in main idea and question generating. (MM)

Evaluates Phil Ritchie's research report (same issue) on the effects of direct instruction in finding the main idea of expository texts and using self-generated questions to monitor text comprehension. Points out that the most successful teachers of comprehension are teaching comprehension skills directly. (MM)

Suggests and discusses several strategies for helping students become better problem solvers. (PK)

Discusses a study which analyzed question-answer instructional segments from second-grade small group reading lessons, according to Barrett's (1976) and Pearson and Johnson's (1978) taxonomies. (MM)

Differences in cognitive and interpersonal characteristics between good problem solvers and good problem posers (inventors) were examined with 35 ninth graders. Good problem posers were more field independent and had a more positive self image than problem solvers. (DB)

Reviews the ReQuest model of teaching (Manzo, 1969), a sequential approach to reading which flows from predicting what a passage will be about to structured questioning by students and teacher. Reports the results of a study (n = 15) of the effectiveness of this procedure in a juvenile corrections setting. (JDH)

Structured empathy training was found to (1) cause significant changes in pharmacy students' ability to respond empathetically to clients and (2) reduce evaluative, falsely reassuring, and questioning responses. The advising response was found to be most resistant to change. The stability of the changes over time was not documentable. (MSE)

These guidelines for parent/child conversations focus on television viewing as an opportunity to share perceptions, learn from one another, and develop moral values. Highlights include specific questions parents can ask while watching almost any television program and the kinds of issues that can be considered. (MBR)

Describes a comprehension questioning strategy, based on R. Stauffer's Directed Reading-Thinking Activity, that enhances students' use of reasoning on the basis of prior knowledge. (FL)

Provides a rationale for the reading/writing connection through a brief review of research and describes Questions into Paragraphs (QuIP), a three-step procedure designed to improve expository awareness. (FL)

Two studies examined the extent to which children were able to overcome the misleading implications of questions and respond in accordance with simple classificatory logic. Results were in keeping with theories of pragmatics that stress the role of context in the understanding of meaning. (Author/LMO)

The effects of examples used with application adjunct questions on concept learning were evaluated. Results indicated that application adjunct questions did not produce significantly higher performance on criterion questions than no-question treatments. Matched adjunct questions produced higher levels of performance on criterion than unmatched…

Describes a study that examined responses to contingent queries in two groups of young adults with IQs in the mild to moderately retarded range. One group exhibited pervasive developmental disorders; that is, they showed distortions in social relatedness and language use that could not be accounted for by mental retardation alone. (SED)

The process of interaction between students and well elderly patients in videotaped practice interviews was examined using a modification of Bales Interaction Process Analysis. The results indicate that time should be spent on demonstrating to students alternatives for responding to elderly patients and on stressing processes for using empathy.…