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)

Guidelines for the teacher on conducting class discussions. (SJL)

Results of the study involving 30 learning disabled and 30 normally achieving fifth graders indicated that questions increase the retention of main ideas in learning disabled children; however, questions had little effect on the retention of main ideas in normally achieving children. (SBH)

Authors discuss questioning techniques used by teachers of severely mentally handicapped children and the need for more research into them. Sections cover models of questioning, grammatical complexity, context, impact of behavior modification, hierarchy of questions, M. Blank's system of classification, and the need for clear rules. (SBH)

Offers examples of questions that might be asked in assessing children's different levels of comprehension of a reading passage. (GT)

Describes a technique for teaching critical thinking in writing by stressing questioning methods and involving students in a fictional interview. (DD)

Gives examples of disconcerting questions asked by young children, and emphasizes the need for adults to try to provide satisfactory answers. (CM)

Fourteen interviewers conducted 51 investigations of child sexual abuse with children (ages 4.5 to 12.9 years). Interviewers used a script including either open-ended questions or direct questions. Both rapport-building scripts took about seven minutes. Children who had received the open-ended training provided twice as many details and words…

Investigated preschoolers' suggestible responses on memory tests. Found that exposure to misleading information produced significantly less accurate responses under nonexplicit questioning in recognizing the original from the misleading information than consistent information exposure. Explicit questioning produced more accuracy at seven weeks…

Discusses a need for problem posing and gives a definition and explanation of the term. Highlights an environment in which problem posing is a natural process of mathematical learning. Presents activities supporting problem posing. Contains 16 references. (ASK)

Examined the questions that 33 corporate recruiters asked during 128 campus screening interviews. Analyses revealed that most questions addressed college experience, work experience, strengths and weaknesses, and biographical background. Significant relationships were found among type of company, gender of recruiter, and type of question. Results…