The Effects of Text and Leadership on the Choice of Question Types in Quality Talk

2021 ◽  
pp. 79-93
Author(s):  
Li-Hsin Ning
Keyword(s):  
Question Types

The Occurrence of Echolalia in Three Year Olds' Responses to Various Question Types

1984 ◽  
Vol 7 (2) ◽  
pp. 38-47
Author(s):  
Danielle Mcglone-Dorrian ◽  
Robert E. Potter
Keyword(s):  
Question Types

Role of Inversion in Children's Question Development

1985 ◽  
Vol 28 (2) ◽  
pp. 225-232 ◽  
Author(s):  
Thomas Klee
Keyword(s):  
Noun Phrase ◽  
Empirical Support ◽  
Hearing Disorders ◽  
Question Types ◽  
Subject Noun ◽  
Utterance Length ◽  
Auxiliary Verb ◽  
Question Development

Current developmental descriptions of children's Wh-question production are contradictory. One account posits a stage in which the auxiliary verb and subject noun phrase are uninverted, whereas another view offers no empirical support for such a stage. The purpose of the present investigation was to test these divergent developmental descriptions by analyzing children's spontaneously produced questions. Six children at each of three linguistic stages, defined by mean utterance length in morphemes and ranging from 2.50 to 3.99, were selected for study. The children were between 25 and 47 months of age and evidenced no speech, language, or hearing disorders. Although the results replicated the proposed semantic ordering of question types, a stage characterized by uninverted forms was not supported.

scholarly journals Reader–text interactions: How differential text and question types influence cognitive skills needed for reading comprehension.

2012 ◽  
Vol 104 (3) ◽  
pp. 515-528 ◽  
Author(s):  
Sarah H. Eason ◽  
Lindsay F. Goldberg ◽  
Katherine M. Young ◽  
Megan C. Geist ◽  
Laurie E. Cutting
Keyword(s):  
Reading Comprehension ◽  
Cognitive Skills ◽  
Question Types

Practice Test

2018 ◽  
Author(s):  
David Metcalfe ◽  
Harveer Dev
Keyword(s):  
Medical Student ◽  
Multiple Choice ◽  
Study Group ◽  
Near Misses ◽  
Practice Test ◽  
Question Types ◽  
Practice Tests ◽  
Correct Sequence ◽  
Final Score

This chapter presents two practice tests with a mix of question types (e.g. multiple choice or ranking), content (e.g. domain- tested), and styles (e.g. patient, colleague, or personal). Each includes 30 questions and broadly reflects the type of questions likely to be asked in the SJT. To make the most of this test, you should complete it in one sitting within an hour before checking your answers. When checking your answers to ranking questions, remember that credit is still given for ‘near misses’ and so there is no need to hit the ‘correct’ sequence every time. The practice test answers are not accompanied by detailed explanations. For this reason, it would be preferable to complete all the questions in Section 2 before attempting the test. To replicate the SJT as closely as possible, you should ideally complete these questions within an hour under formal examination conditions. Once you have attempted all the questions, turn to to check your answers. It is difficult to interpret your final score, as your rank will depend entirely on how well your colleagues (and every other medical student in the country) fare. If you are organized, you could arrange a study group to work through this book and/ or complete the practice test. Marking your answers as a group will give some indication as to your performance relative to others. It will also provide an opportunity to discuss the various options (including disagreement with our answers) and so gain a deeper understanding of the issues tested by the SJT.

Language of mechanisms: exam analysis reveals students' strengths, strategies, and errors when using the electron-pushing formalism (curved arrows) in new reactions

2017 ◽  
Vol 18 (1) ◽  
pp. 64-77 ◽  
Author(s):  
Alison B. Flynn ◽  
Ryan B. Featherstone
Keyword(s):  
Cognitive Load ◽  
Reaction Step ◽  
Error Type ◽  
Question Types ◽  
Mapping Structures ◽  
Intramolecular Reactions ◽  
Analysis Strategies ◽  
Final Exams ◽  
Error Types

This study investigated students' successes, strategies, and common errors in their answers to questions that involved the electron-pushing (curved arrow) formalism (EPF), part of organic chemistry's language. We analyzed students' answers to two question types on midterms and final exams: (1) draw the electron-pushing arrows of a reaction step, given the starting materials and products; and (2) draw the products of a reaction step, given the starting materials and electron-pushing arrows. For both question types, students were given unfamiliar reactions. The goal was for students to gain proficiency—or fluency—using and interpreting the EPF. By first becoming fluent, students should have lower cognitive load demands when learning subsequent concepts and reactions, positioning them to learn more deeply. Students did not typically draw reversed or illogical arrows, but there were many other error types. Scores on arrows questions were significantly higher than on products questions. Four factors correlated with lower question scores, including: compounds bearing implicit atoms, intramolecular reactions, assessment year, and the conformation of reactants drawn on the page. We found little evidence of analysis strategies such as expanding or mapping structures. We also found a new error type that we describe as picking up electrons and setting them down on a different atom. These errors revealed the difficulties that arose even before the students had to consider the chemical meaning and implications of the reactions. Herein, we describe our complete findings and suggestions for instruction, including videos that we created to teach the EPF.

Sign in / Sign up

Export Citation Format

Share Document