Investigates relationships between question level, response level, and lapse time for a total of 238 questions asked by student teachers on the junior high and senior high levels. Classroom interactions were taped and questions dichotomized into memory (knowledge) and above memory (comprehension, application, analysis, synthesis, evaluation) categories. Among results, there was found to be a strong correlation between question and response levels, but no significant differences between mean lapse times for questions classified in the basis of Bloom's taxonomy. (CP)