The authors suggest that simply by changing the method of questioning, a teacher can change not only the intellectual demands in the classroom, but also the range of thinking strategies that provide for understanding and competence. (KC)

The experimental effect of low inference teacher clarity variables and cognitive level of questions on student achievement was determined by means of a randomized two-way analysis of variance design. Neither the main effect of cognitive level of questions on achievement nor interaction effect was significant. (Author/GK)

Describes a film study program to help students open up to the beauty that exists around them. Notes that key ingredients of the program are a linkage between the films shown and the asking of probing questions. (RL)

Survey validity is seen to be dependent on a high rate of response. Practical advice from successful National Geographic Society surveys is provided including presurvey contacts, postsurvey follow-ups, incentives, and letters and questionnaires designed to encourage response. Response bias is not seen as insurmountable. (MLW)

Teachers introduced to six skills through concept-based training showed greater mastery of probing and informing skills than did a control group. (Editor)

Reviews the major principles and techniques from the literature on rhetorical invention that bear on honest inquiry in the framework of Graham Wallace's four stages of the creative process. (DD)

Discusses how a science teacher can explain to his youngsters what happens when an ice cube is added to tap water or other liquids. How long melting a standard ice cube takes is also discussed. (HM)

Provided are a set of principles to aid teachers of preschool or primary grade handicapped children in asking questions which are derived from an analysis of the child's natural mode of thinking. (DB)

Describes InSight, a strategy for helping students (particularly grades 4-12) comprehend expository or informational text, focusing on increasing students' ability to answer questions based on their comprehension of text and to formulate their own questions based on their knowledge and text-based knowledge. (SR)

Audiotaped, transcribed, and coded initial problem identification interviews of 41 consultant-consultee dyads. Hypothesized that open-ended questions, inference questions, and accepted questions were positively related to consultees' evaluation of consultant effectiveness. Results suggest that asking inference questions and questions accepted by…

Takes issue with the findings of T. Levine, and S. McCornack, which suggest that behavioral adaption explanation (BAE) cannot account for the probing effect, the effect that sources interrogatively probed appear more honest to message recipients than nonprobed sources. (TB)

Responds to David Buller's defense of Behavioral Adaption Explanation (BAE), which was, in turn, written in response to the authors' critical analysis of BAE as an explanation for the probing effect. (TB)

Librarians often have communication "accidents" with reference questions as initially presented. This article presents linguistic analysis of query categories, including: simple failures of hearing, accidents involving pronunciation or homophones, accidents where users repeat earlier misinterpretations to librarians, and accidents where…

Proposes an approach that emphasizes negative, "what did we do wrong?" questions so that technical communicators can obtain useful feedback on documents. Notes that this approach focuses limited resources on areas that need improvement, rather than areas that already work well and that do not require immediate improvement. (RS)

Before communicating any information, institutional researchers should answer four diagnostic questions: Who's asking? What for? What's the proper medium? What happens next? (MSE)