The initial questions of 180 males and females between the ages of 12 and 26 years were classified as they participated in a 20-questions problem-solving procedure. Three levels of questions (superordinate, basic, and subordinate) were observed for an array of conceptually organized exemplars. No age or gender differences were found but preference for superordinate-level initial questions was significant.
Get full access to this article
View all access options for this article.
References
1.
CareyS. (1985) Conceptual change in childhood. Cambridge, MA: MIT Press.
2.
DrummP., & JacksonD. W. (submitted) Developmental changes in questioning strategies during adolescence.
3.
FienbergS. E. (1980) The analysis of cross-classified categorical data. (2nd ed.) Cambridge, MA: MIT Press.
4.
HollandJ. H.HolyoakK. J.NisbettR. E., & ThagardP. R. (1986) Induction: processes of inference, learning, and discovery. Cambridge, MA: MIT Press.
5.
JacksonD., & JelinekM. (1993) Differential use of constraining questions by gender and matrix. Perceptual and Motor Skills, 76, 887–893.
6.
John-SteinerV. (1992) Private speech among adults. In DiazR. M. & BerkL. E. (Eds.), Private speech: from social interaction to self-regulation. Hillsdale, NJ: Erlbaum. Pp. 285–296.
7.
MarkmanE. M. (1989) Categorization and naming in children: problems of induction. Cambridge, MA: MIT Press.
8.
MosherF. A., & HornsbyJ. R. (1966) On asking questions. In BrunerJ. S. with OlverR. R., & GreenfieldP. M. (Eds.), Studies in cognitive growth. New York: Wiley. Pp. 86–102.
9.
RoschE.MervisC. B.GrayW. D.JohnsonD. M., & Boyes-BraemP. (1976) Basic objects in natural categories. Cognitive Psychology, 8, 382–439.
10.
SiegelS. (1956) Nonparametric statistics for the behavioral sciences. New York: McGraw-Hill.
11.
SieglerR. S., & JenkinsE. (1989) How children discover new strategies. Hillsdale, NJ: Erlbaum.
12.
TreismanA., & GeladeG. (1980) A feature integration theory of attention. Cognitive Psychology, 12, 97–136.
