An Iowa study examined whether increased medical knowledge affects medical students' interviewing skills in each or any year of medical school. Results suggest interviewing skills are not affected by increased knowledge about medical conditions but can be improved with technique training. (MSE)

Discusses methodological issues in paper-and-pencil measuring instruments applicable to the assessment of attitudes toward women, men and a variety of gender-related issues. Commonly used questionnaire formats are critiqued and the limitations of heterogeneous scales explored. Presents recommendations for the construction of scales that predict…

Reviews the historical underpinnings of dream theories and suggests that discussions of dreams in counseling can aid in setting up and maintaining therapeutic contact with clients. A number of theoretical positions on the function of dreams are discussed. Specific dream counseling techniques are also delineated. (JAC)

Suggests alternatives to questioning after reading that involve students and encourage independence. (AEA)

Reveals how teachers can direct their students to experience history as a process through active questioning, searching for meaningful answers, and especially by tapping readily available and vivid resources in the immediate community. (NEC)

Four-year-olds succeeded in making comparisons between sets of objects when comparison questions called for comparing set with set or subset with subset. However, when comparison questions called for comparing set with subset, the children failed to complete such tasks successfully. (Author/DB)

Describes the unorthodox methods used by one teacher to make reading fun and necessary for his students. (FL)

A comparison of comprehension questions in teachers' manuals for two meaning-based basal series with two decoding-based linguistic/phonic series found that individual series types maintained their philosophical integrity in their approaches to questions. (FL)

In an examination of methodological issues involved in interviewing retarded persons, alternatively worded or structured questions were embedded in interviews with 52 severely, moderately, and mildly retarded institutionalized children (11 to 17 years old). (Author)

Offers a set of principles for constructing questions that compel rereading and proposes a set of principles by which literature teachers can construct significant questions--ones which compel rereading and textual constraint while encouraging independent interpretation, response, and hypothesizing. Provides examples illustrating the applications…

Discusses biology education and the back-to-basics movement. Includes discussions on the improvement of test scores, the need for objectives, and solutions to the current back-to-basics dilemma. (MA)

College students read a text either with or without inserted questions. Question groups performed better, relative to controls, on post-test items that repeated inserted questions, and on new post-test items from the same categories as the inserted questions. A selective attention interpretation of the effect of inserted questions was made.…

An outline of eight types of questions that teachers can use to maintain focus on their subject matter in values/moral education. (Author/MLF)

Concludes that the training of elementary school teachers to increase the frequency of oral questioning behavior in ethnic group students diagnosed as weak in oral communication increases the oral expression of those students. (FL)

This description of the teaching approach of Henry Schaefer-Simmern emphasizes his use of questioning to evoke student self-evaluation and to develop clarity of vision and interfunctional unity in students' art products and their mental, artistic conceiving. Two case reports of his work with elementary students are included. (Author/SJL)