The effects of two instructional methods on the questioning strategies of learning disabled (LD) children were investigated using mystery games that followed a twenty questions format. Sixty 10- to 12-year-old LD students were divided into one practice and two instructional groups. In question formulation instruction, children were taught to formulate efficient questions, while in cognitive modeling/self-verbalization instruction, they were shown how to use their questions as part of an efficient strategy. The results indicated that both methods were successful in helping LD children transfer and generalize improvements in both the quality and organization of their questions to the solution of novel problems.
Get full access to this article
View all access options for this article.
References
1.
BelmontJ.M., & ButterfieldE.C. (1976). The instructional approach to developmental cognitive research. In KailR.V. & HagenJ.W. (Eds.), Perspectives on the development of memory and cognition (pp. 427–481). Hillsdale, NJ: Erlbaum.
2.
BlackmanL.WhittemoreC.ZetlinA., & McNamaraB. (1977). Use of constraint-seeking questions by retarded and nonretarded individuals. American Journal of Mental Deficiency, 82, 19–25.
3.
CovingtonM.V.CrutchfieldR.S.DaviesL.B., & OltonR.M. (1974). The productive thinking program.Columbus, OH: Charles E. Merrill.
4.
DenneyD.R. (1972). Modeling and eliciting effects upon conceptual strategies. Child Development, 43, 810–823.
5.
DenneyD.R. (1973). Modification of information-processing through learning. Child Study Journal Monographs, 3, 1–22.
6.
DenneyD.R. (1975). The effects of examplary and cognitive modeling and self-rehearsal on children's interrogative strategies. Journal of Experimental Child Psychology, 19, 476-488.
7.
DenneyD.R.DenneyN.W., & ZiobrowskiM. (1973). Alterations in the information-processing strategies of young children following observations of adult models. Developmental Psychology, 8, 202–208.
8.
DenneyN.W., & ConnorsG.J. (1974). Altering the questioning strategies of preschool children. Child Development, 45, 1108–1112.
9.
DenneyN.W., & TurnerM.C. (1979). Facilitating cognitive performance in children: A comparison of strategy modeling and strategy modeling with overt self-verbalization. Journal of Experimental Child Psychology, 28, 119–131.
10.
ElashoffJ.D. (1969). Analysis of covariance: A delicate instrument. American Educational Research Journal, 6, 383-401.
11.
FleischnerJ.E. (1975). A study of cognitive equivalence transformations and their use in information seeking in learning disabled and normal boys (Doctoral dissertation, Teachers College, Columbia University, 1974). Dissertation Abstracts International, 35, 5966A.
12.
GrahamS. (1977). Strategies of concept attainment in normal and brain-injured boys (Doctoral dissertation, New York University, 1976). Dissertation Abstracts International, 38, 2041A.
13.
HallR.J. (1979). An information-processing approach to the study of learning disabilities: The effects of cue elaboration on the maintenance and generalization of problemsolving strategies (Doctoral dissertation, University of California, Los Angeles, 1979). Dissertation Abstracts International, 40, 3948–3949A.
14.
HallR.J. (1980). Cognitive behavior modification and information-processing skills of exceptional children. Exceptional Education Quarterly, 1, 9–15.
15.
HallahanD. RLloydJ.W.KauffmanJ.M., & LoperA.B. (1983). Academic problems. In MorrisR.J. & KratochwillT.R. (Eds.), Practice of child therapy: A textbook of methods (pp. 11'3-141). New York: Pergamon Press.
16.
McKinneyJ.D., & HaskinsR. (1980). Cognitive training and the development of problem-solving strategies. Exceptional Education Quarterly, 1, 41–51.
17.
McKinneyJ.D.HaskinsR., & MooreM.G. (1977). Problem solving strategies in reflective and impulsive children. (Final report, Project No. 3-0344). Washington, DC: U.S. Department of Health, Education and Welfare, National Institute of Education.
18.
MeichenbaumD., & GoodmanJ. (1971). Training impulsive children to talk to themselves: A means of developing self-control. Journal of Abnormal Psychology, 77, 115-126.
19.
MosherF.A., & HornsbyJ.F. (1966). On asking questions. In BrunerJ.S.OlverR.R. & RM. Greenfield (Eds.), Studies in cognitive growth (pp. 86–102). New York: John Wiley.
20.
RobsonG.M. (1977). Problem-solving strategies in learning disabled and normal achieving children. (Doctoral dissertation, University of California, Los Angeles, 1977). Dissertation Abstracts International, 38, 732A.
21.
TorgesenJ.K., & LichtB.G. (1983). The learning disabled child as an inactive learner: Retrospect and prospects. In McKinneyJ.D. & FeagansL. (Eds.), Current topics in learning disabilities (Vol. 1) (pp. 3–31). Norwood, NJ: Ablex.
