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Question-asking in childhood: A review of the literature and a framework for understanding its development - ScienceDirect
Source: www-sciencedirect-com.myaccess.library.utoronto.ca
Article summary:
1. Question-asking is a powerful learning strategy, but research on it has been relatively sparse and siloed across several disciplines.
2. This review provides a framework for understanding question-asking in childhood, divided into four components: initiation, formulation, expression, and response evaluation and follow-up.
3. Variability in question asking can be explained by factors such as motivation to acquire information, metacognitive abilities, prior knowledge, cultural norms and conventions, and the identity of the person being questioned.
Article analysis:
The article “Question-asking in Childhood: A Review of the Literature and a Framework for Understanding Its Development” is an informative overview of the development of question-asking in early childhood. The authors provide a comprehensive framework for understanding this process that is based on research from multiple disciplines including psychology, education, and developmental psycholinguistics. The article is well written and organized with clear explanations of each component of the proposed framework.
The authors are careful to note that their framework is broad in order to accommodate research from diverse theoretical perspectives and disciplines across a wide range of ages. They also acknowledge that further research will be needed to identify more specific sub-components of the process they have outlined.
The article does not appear to contain any biases or unsupported claims; all claims are supported by evidence from relevant research studies. The authors also make sure to note potential sources of variability in question asking such as motivation to acquire information, metacognitive abilities, prior knowledge, cultural norms and conventions, and the identity of the person being questioned.
In conclusion, this article provides an informative overview of question-asking in early childhood with a comprehensive framework for understanding its development based on evidence from multiple disciplines. It does not appear to contain any biases or unsupported claims; all claims are supported by evidence from relevant research studies.