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Teacher Level of Questioning and Problem Solving in Young Children
Author(s) -
Turner Pauline H.
Publication year - 1980
Publication title -
home economics research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.372
H-Index - 31
eISSN - 1552-3934
pISSN - 0046-7774
DOI - 10.1177/1077727x8000800603
Subject(s) - cognition , psychology , developmental psychology , class (philosophy) , naturalistic observation , cognitive development , social psychology , psychiatry , computer science , artificial intelligence
Middle‐ and upper‐class three‐ and four‐year‐old children were exposed to three consecutive five‐week treatment conditions during the naturalistic setting in a half‐day laboratory nursery school program. During the first treatment condition, the teacher emphasized low‐level cognitive questions; during the second, high‐level cognitive questions; and during third, low‐ level cognitive questions. The children significantly increased their scores on two verbal problem‐solving tasks following exposure to high‐level cognitive questioning and significantly decreased their scores on the same tasks following exposure to low‐level cognitive questioning.