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

实验研究1.问题生成能力的发展(1)收集和分析幼儿的问题，选择一个典型的科学问题进行录像化。(2)大学生和《欢乐四人组》被要求大声谈论关于这段视频的任何事情。大学生与4岁以下学生产生的关键问题的数量没有显著差异，说明问题的产生能力并不随年龄的增长而下降。2.社会抑制问题的提出(1)在心理学导论课上向大学生播放一部电影，要求学生写下关于电影的问题。虽然学生很少在课堂上公开提问，但几乎所有的学生都写了一个或多个问题，其中一些是高质量的。研究结果表明，日常课堂环境中存在提问的社会抑制现象，记笔法有助于促进提问的进行。(2)大学生和小学生在多个任务下阅读文章，并被要求在小组中公开提问或写下问题。在写下条件下比在公开提问条件下产生更多的问题，大学生比儿童更容易受到这种社会抑制效应的影响。

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.