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EXPERIMENTAL-THEORETICAL STUDY OF COGNITIVE AND SOCIAL FACTERS IN THE QUESTION GENERATION

问题生成中认知和社会因素的实验理论研究

基本信息

批准号：
04610035
负责人：
ITO Susumu
金额：
$ 0.77万
依托单位：
HOKKAIDO UNIVERSITY OF EDUCATION
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1992
资助国家：
日本
起止时间：
1992 至 1993
项目状态：
已结题

项目摘要

Experimental Study1.Development of the ability of question generation(1)Young children's questions were collected and analyzed, and a typical 'scientific' question was selected for the videoization. (2)College students and 4th gladers were shwn the video and asked to talk aloud anything about the video. Number of the generated key questions did not differ significantly between college students and 4th gladers, which suggests the ability of question generation does not decrease as one grows up.2.Social inhibition of the question asking(1)A film was shown to college students in the class of introductory psychology, and students were asked to write down questions about the film. Although students rarely ask questions publicly in the classroom setting, almost all students wrote one or more questins and some of them were high quality. The results suggest that the social inhibition of question asking exists in the usual classroom setting and the write-down method is useful for the facilitation of question. (2)College students and elementary school children read articles under several tasks, and were required to ask questions publicly in the group or write down questions. Greater number of questions were produced under the write-down condition than the public-asking condition, and this social inhibition effect was greater for college students than for children.Theoretical Study The cognitive description model of question generation was developed further.

实验研究1.问题生成能力的发展（1）收集并分析了幼儿的问题，选择了一个典型的“科学”问题进行视频化。（2）大学生和第四届gladers显示视频，并要求大声谈论任何有关视频。大学生和四年级学生在产生关键问题的数量上没有显著差异，这表明问题产生的能力并没有随着年龄的增长而降低。2.问题提出的社会抑制（1）在心理学导论课上给大学生播放一部电影，要求学生写下与电影有关的问题。虽然学生很少在课堂上公开提问，但几乎所有学生都写了一个或多个问题，其中一些问题质量很高。研究结果表明，课堂提问中存在社会抑制现象，记录法有助于促进提问。（2）大学生和小学生在几个任务下阅读文章，并被要求在小组中公开提出问题或写下问题。在记录条件下产生的问题数量多于公开提问条件，并且大学生的社会抑制效应大于儿童。理论研究进一步发展了问题产生的认知描述模型。