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…

A college governing board can become more directive without resorting to micromanagement. This requires a strategic plan providing focus and direction, a disciplined monitoring of the plan, a close working relationship between trustee committee chairs and administrative counterparts, and an atmosphere encouraging trustees to ask the right…

Two groups of 10 adult aphasics received auditory-verbal "yes-no" questions, including egocentric, environmental, pictorial, and relationship items, either in a consistent order or random order. Support was found for the existence of a hierarchy of difficulty among the types of questions, but there was no significant difference between…

A guided reciprocal peer-questioning procedure (GRPQP) was used by 65 college students (in 2 experiments) for learning expository material presented in classroom lectures. Results support the feasibility of using the GRPQP in real classroom settings, because it promotes peer interaction and learning in cooperative groups. (SLD)

Responds to previous article by Fincham, Beach, Moore, and Diener (this issue) on child sexual abuse. Contends that other perspectives need further investigation to effectively serve children's best interests. Discusses ways that researchers and practitioners can help abused children by building on some of Fincham et al.'s ideas and introduces…

The column for teachers of deaf students addresses issues in mathematics instruction including the impact of calculators, the need to ask students more "why" questions, the value of students writing about mathematics, and the effectiveness of pairing students for problem solving. (DB)

Ethnographic interviews offer the academic decision maker an alternative lens with which to gather information, develop hypotheses, and implement plans. Specific procedures must be followed to use the technique properly, and other research methods should accompany the ethnographic interview for increased validity. (MSE)

The influence of matched and unmatched application adjunct questions on the acquisition of problem-solving skills from a prose passage was studied for 78 undergraduates. Unmatched application questions produced superior problem solving, classification of novel examples (CNE), and recall of concept definitions. Matched application questions…

Presents 20 suggestions on how to keep students interested in their classroom learning logs and to make the logs an effective classroom tool. The list notes different approaches students can take when writing about what they have learned. (SM)

Notes that three groups of fifth graders either read an original social studies text, read a revised version, or were asked questions while reading the original text. Finds no differences among the three groups in amount of information recalled and the number of questions answered correctly, but students who were asked questions tended to recall…

Examines the relationships between what intermediate-grade children ask, how their questions come about, and the purpose for asking questions in reading. Finds that only with much effort did children succeed in raising questions for discussion. (RS)

Some guidelines are offered that detail the complexities involved in interviewing for language testing purposes. They cover strategies for structuring interviews (informal conversational, interview guide, standardized open-ended), questions, interviewing skills, and physical setting. (five references) (LB)