Cognitive Correspondence Between Question/Statement and Response

Datos Bibliográficos

ID11504261
AutoresJ T Dillon (University of California, Riverside, autor de correspondencia), JT DILLON (University of California, Riverside)
Año1982
Volumen19
Número4
Páginas540-551
Fecha de publicación1982-01-01
Open AccessSí
TipoARTICLE
RevistaAmerican Educational Research Journal (JOURNAL)
Identificadores de la revistaISSN: 0002-8312 • E-ISSN: 1935-1011
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.3102/00028312019004540
OpenAlexW2053008563
IdiomaEN
Citas recibidas9
Referencias citadas12

Analysis of teacher-student exchanges in high-school discussion classes revealed that only half of all student responses exhibited the same cognitive level as the teacher’s intervention. But questions and statements differed greatly in degree of correspondence with their respective responses. Whereas half of all answers to questions were at the same level as the question, half of responses to statements were at correspondingly higher levels. The findings are compared to other studies which together offer little support for the notion of cognitive correspondence between question and answer. Implications for theory and research on questions are noted

Cognition · Cognitive psychology · Correspondence analysis · Epistemology · Intervention (counseling · Mathematics education · Statement (logic · Communication in Education and Healthcare · Education and Critical Thinking Development · Mathematics · Psychology · Social Psychology