Effects of prior knowledge on question asking

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    92 5th graders (mean age 11 yrs 3 mo) were presented with a set of words and decided whether to not ask a question, ask a process-oriented question, or ask a product-oriented question in determining the meaning of a target word. Ss with little prior vocabulary knowledge asked more questions than did more knowledgeable Ss. Ss preferred process-oriented to product-oriented questions.
    Original languageEnglish
    Pages (from-to)87-96
    JournalZeitschrift für pädagogische Psychologie
    Volume4
    Issue number2
    Publication statusPublished - 1990

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