This study examined the question-asking behavior of emotionally disturbed and normal children (about 11 yr., mental age about 12 yr.) within a developmental framework. Emotionally disturbed children typically have shown more guessing and fewer constraint-type questions. 35 emotionally disturbed and 35 normal children served as subjects. Locus of control, cognitive reflection-impulsivity, and trait anxiety were significant correlates of question-asking. A developmental framework appeared useful in understanding the question-asking of the emotionally disturbed children.
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