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ERIC Number: ED226819
Record Type: Non-Journal
Publication Date: 1982-Aug
Pages: 20
Abstractor: N/A
Reference Count: N/A
Ambiguity Detection and Questioning Skills: Two Instructional Strategies for Preadolescents.
Cohen, Cynthia
A study was conducted to determine the best match between the ability of elementary school students to detect ambiguity and two instructional strategies: analogizing and practice. To identify subjects' initial abilities in detecting ambiguity, 57 participating fifth graders were administered a task similar to the Park-and-Shop board game. Interactions between each child and an experimenter were recorded and scored for detection of ambiguity and for the incidence of four types of questions in the child's responses. The two treatment conditions involved 2 days of small-group training for 45 minutes each day. In both conditions and on both days, subjects were read the same mystery story and asked if they could solve the mystery. Treatment in the analogizing condition on the first day consisted of group facilitation in recognizing uncertainty; on the second day the analogizing treatment involved (1) a display of the analogy "uncertainty is to mystery as question is to detection" and (2) a discussion of how detectives look for clues and ask questions when uncertain. In the practice condition on the first day, an array of different types of questions were displayed; children practiced by giving examples of questions. Practice on the second day consisted of a discussion focusing on questions adults ask that children don't like. Subsequently, all children were asked to respond to a six-item posttest questionnaire assessing their level of certainty about how effective their performance on the board game had been. Results are discussed. (RH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A