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Powerful leaders need to be challenged and pushed to consider uncontemplated perspectives. Research has indicated that employees in lower-power positions are best poised to challenge leaders, because these individuals better understand others' perspectives and have a different lens on day-to-day organizational issues compared to powerful leaders. While several well-known leaders rely on a lower-power employee (i.e., right-hand partner) to amplify their efforts, it is unclear how one becomes a right-hand partner or what this entails. Relying on qualitative data from 74 individuals (61 chiefs of staff and 13 leaders), we develop a process of heedful challenging: the process of presenting alternative perspectives to someone in an individualized manner. In this process, the lower-power employee utilizes their knowledge of the leader and their understanding of how organizational issues are impacting employees to thoughtfully challenge the leader by presenting differing perspectives and illuminating the implications of their behavior. We articulate how one becomes a right-hand partner through this process, present the defining characteristics and drawbacks of being a right-hand partner, and describe instances when this process goes awry. This work contributes to theory about unequal-power relationships and provides insight into how lower-power employees can broaden leader's perspectives. [ABSTRACT FROM AUTHOR]

This multi-case study investigated self-regulation of preservice science teachers' (PSTs), focusing on their ability to learn from their own teaching experiences and to regulate teaching practices to pose higher-level cognitive questions. The participants were three PSTs enrolled in a certification program for teaching secondary science, representing low, intermediate, and high self-regulated learning (SRL). Data were collected from classroom materials, semi-structured interviews on planning classroom questions, classroom observations, classroom audio recordings, and semi-structured interviews on enacting questions. The findings revealed that while each case exhibited unique characteristics, all PSTs demonstrated improvements in their SRL practices and questioning. The analysis highlighted PSTs' SRL practices in planning and enacting classroom questions, suggesting ways to enhance PSTs' questioning skills through the integration of SRL into teacher preparation. Furthermore, the findings underscored the importance of university supervisors and cooperating teachers tailoring their coaching to PSTs based on their initial SRL skills and utilizing well-defined models of SRL development for guidance. [ABSTRACT FROM AUTHOR]

AbstractAs classrooms in the United States become increasingly linguistically diverse, teachers need to be prepared to provide equitable literacy instruction to multilingual learners (MLs). This paper explores the experiences of pre-service teachers (PSTs) in one elementary education course focused on literacy instruction for MLs, specifically asking: What questions do PSTs ask about literacy instruction for MLs? PSTs posed questions multiple times a week as part of their reading responses and post-class exit tickets, resulting in 1,375 questions for analysis. Open and pattern coding found that PSTs’ questions focused on: 1) students, 2) environment, 3) teaching practice, 4) self, and 5) language. Findings describe these categories as well as sub-categories for each type of question, using representative examples. We argue that these questions provide insight into the content knowledge, ideologies, and pedagogical practices of early-stage teachers preparing to work with MLs. Implications for teacher education are discussed. [ABSTRACT FROM AUTHOR]

We provide a model of interrogations with two-sided asymmetric information. The suspect knows his status as guilty or innocent and the likely strength of the law enforcer's evidence, which is informative about the suspect's status and may also disprove lies. We compare prosecution errors in the equilibrium of the one-shot interrogation and in the optimal mechanism under full commitment. We describe a back-and-forth interrogation with disclosure of the evidence that implements the optimum in equilibrium without any commitment. [ABSTRACT FROM AUTHOR]

Despite coaching pedagogy researchers advocating that sports coaches employ a range of core coaching practices to positively impact player learning, coaches' actual practices remain under-investigated. Guided by Complex Learning Theory (CLT), the aim of this study was to investigate the extent to which coaches in a high-performance team sport setting report employing a range of in-session core coaching practices during both on-field and off-field sessions and their perceptions of how such practices impact player learning. Twelve Gaelic football coaches took part in semi-structured interviews. A reflective thematic analysis of the data developed four themes – (1) application of questioning by the coaches, (2) difficulties and challenges experienced when using questioning, (3) using video analysis to maximise learning and (4) the coach as a facilitator of player learning. Findings showed that coaches were aware of and employing many of the core practices advocated in the sports coaching literature. Coaches employed varied questioning to give players an active role within both on-field and video review sessions to enhance their overall game understanding. However, numerous challenges expressed by coaches suggested it was not a consistent tool in their coaching practice. The coaches recognised the need to facilitate player learning by employing core practices which encourage player autonomy and prolonged dialogue, although this was mostly reported to take place in off-field activities such as video analysis and pre/post session meetings. The current study highlighted an epistemological gap with some coaches demonstrating awareness of advocated strategies but failing to support these claims with tangible examples in their practice. This investigation supports the application of CLT as a suitable theoretical framework in which to interpret the core practices coaches employ in their practice. The introduction of CLT to coaches may promote a sustained and sophisticated application of core coaching practices within the delivery of coaching sessions. [ABSTRACT FROM AUTHOR]

The Socratic method of questioning and answering as a learning and teaching strategy has been used widely over time, for it effectively stimulates meaningful learning. Its learner-centered and transformative nature promotes ongoing dialogue. Since cultural differences influence the nature of questions asked, induction of the Socratic method is inevitable so that faith formation leads to thinking theologically where faith becomes a contextual form of thinking and thinking a form of contextualized faith. Some mainline churches in Africa have adopted catechisms with pre-asked and pre-answered questions formulated in Europe between the sixteenth and eighteenth centuries. The challenges of time, culture, and geographical contextual differences create a gap between the church's faith formation and context-based spiritual quests. These gaps demand asking the right questions that challenge and inverse wrong attitudes that foster deep reflective self-evaluation, interpretation, and understanding, shaping appropriate perceptions to address the contemporary spiritual quests of Africa. Using the qualitative literature review methodology, this article discovered that there are some gaps between questions and answers in catechisms used in mainline churches and contemporary spiritual quests of Africa. This article aims to discuss the means of closing the gap between questions and answers in catechism and context-based spiritual quests. It recommends induction of the Socratic method so that the questions and answers in catechisms are contextual, communicable, assimilable, and appropriable in African contexts. This study contributes to faith formation by recommending the induction of the Socratic method so that the questions and answers in catechisms are contextual, communicable, assimilable, and appropriable in African contexts. [ABSTRACT FROM AUTHOR]

Questioning is a critical strategy for science teachers to scaffold students' exploration and knowledge construction in inquiry-oriented science teaching. In science teacher preparation, open-ended questions asked by teachers are advocated as an advantageous strategy to prompt student thinking. However, insufficient attention has been cast on how science content knowledge embedded in teacher questions contributes to students' conceptual understanding. Pre-Service Teachers (PST) may formulate a mindset of hands-off inquiry teaching where students could achieve a learning objective by articulating their thoughts without guidance from teachers. In addition, existing methods for the assessment of questioning are mainly qualitative via discourse analysis from limited scenarios, which may yield biased inferences of a teacher's competency in questioning. Besides, qualitative methods are unwieldy for large-scale analyses due to the complexity of synthesizing discoursal information. In this study, we designed a written instrument for quantitative assessment of PSTs' pedagogical content knowledge of questioning. We thoroughly introduced the free-response and multiple-choice versions of this instrument and applied it with 108 PSTs. The findings supported the validity and reliability of this instrument. As suggested by this instrument, the participating PSTs were aware of the importance of questioning in inquiry teaching. However, the PSTs' difficulties with science content knowledge and knowledge of students' understanding might impede them from determining effective guiding questions to scaffold student learning. Finally, we discussed the potential of this instrument in preparing PSTs' questioning skills. [ABSTRACT FROM AUTHOR]

Background: The importance of timely diagnosis of rheumatic diseases is beyond any doubt. However, in the real practice the time from manifestation of the first symptoms to the assessment by a rheumatologist and treatment administration often exceeds the window of opportunity for disease control. At the moment, there has been no Russian-language questionnaire that would allow a primary care physician to suspect a rheumatic disease manifesting with an articular syndrome. Aim: To develop, validate and test a questionnaire to identify risk factors for joint disorders and related conditions. Methods: From November 2022 to April 2024, we performed the study on the image-based questionnaire on identification of the risk factors for joint syndromes and associated conditions (ARTROVIS), which we have developed for early detection of both joint syndromes, as well as comorbid conditions associated with elevated serum uric acid levels (hyperuricemia). The initial test version of the questionnaire was tested in a focus group of respondents (n = 20) who came for regular medical examination. Based on the results of this face validity assessment, we corrected the wording of 10 questionnaire items. At the second study step, we assessed the primary validity and reliability of the questionnaire in a group of 41 rheumatology patients. The third study step involved 828 respondents (408 men and 420 women, median age 19 [18,0; 20,0] years; 21% with joint syndromes), who came for routine medical examination. The reliability of the questionnaire, its face and discriminant validity, as well as sensitivity and specificity (the ROC analysis) were assessed from 827 questionnaires included in the final processing (one was excluded due to questionnaire completion defects). Results: The self-report questionnaire for patients (ARTROVIS) has 24 items aimed at collecting social and demographic data, identifying risk factors for non-communicable diseases, assessing genetic aspects, identifying complaints from various organ systems, providing information on medical treatments taken by the patient (non-steroid anti-inflammatory agents, diuretics, antihypertensives, glucocorticosteroids, chemotherapy and radiation therapy), as well as an additional question for women on current pregnancy pathology. The questionnaire contains visual aids (colored photos) that facilitate the detection of clinical signs of autoimmune (psoriatic arthritis, Reynolds’s syndrome) and inflammatory rheumatic disease (gout), as well as the differential diagnosis of the joint syndrome. The assessment of face validity of the questionnaire showed the total number of missed answers of 3.42%; 62.85% of the respondents gave their full answers to all items. Good discriminant validity was demonstrated. The ROC analysis showed high correlation between the questionnaire score and the presence of a joint syndrome: the area under the curve was 0.884. The Cronbach’s alfa was 0.798, which is sufficient for a medical questionnaire. Conclusion: We have performed the approbation and standardization of the questionnaire to identify risk factors for the joint syndrome and related comorbidities by assessing its validity and reliability. The ARTROVIS as a self-report questionnaire can be used in primary care as a tool enabling general practitioners and internists to decide on further patient routing to corresponding specialists.

The modern era is defined as a period in which the individual is at the forefront. In this period, the individual is known to move away from society and tradition and prefer an individual attitude. This situation also had significant effects on religion. One of these is religious individualization. Religious individualization refers to the individual's turning towards individualism from the traditional or community-related in religious matters and some changes in religious attitudes. It is thought that this change has started to show itself seriously in our country in recent years. In this study, it was aimed to develop a measurement tool to measure religious individualization in adults in order to examine this change. The research was designed with an 'Exploratory sequential mixed design'. The research was carried out in three stages, first qualitative, then quantitative and again quantitative. In the first stage of the research, 12 people were interviewed and the data obtained were analyzed and findings were presented for the scale to be developed. In the second stage of the research, the scale designed was applied to 349 participants. The factor structure was determined by performing EFA on the obtained data. According to the results, a structure with 18 items and five factors (relativity, questioning, non-collectivity, distance from religious groups and religious self-efficacy) was formed, explaining 59,57% of the variance. As a result of the reliability analysis, the Cronbach's alpha coefficient of the scale was calculated as ,83. As the third stage of the study, the final version of the obtained scale was applied to a new sample of 351 people and CFA was performed. The data obtained were analyzed with the LISREL program and as a result, the model fit index values showed that the scale was valid. In the analyses, the RMSEA value of the scale was found to be 0,068 and the χ 2/sd value was 328.73/125. The fit indices of the scale were calculated as GFI= 0,91, CFI= 0,94, NFI= 0,91, NNFI= 0,93, RFI= 0,89. Additionally, at this stage, in order to test the criterion validity of the scale, its correlations with the Religious Individualization Scale (Paker - Akçalı, 2012) and the Self-Efficacy Scale (Aypay, 2010) were examined and statistically significant relationships were determined between the scales. When the psychometric data of the developed scale was evaluated collectively, it was concluded that sufficient reliability and validity scores emerged and that it could be used as a functional tool in future studies on the subject. [ABSTRACT FROM AUTHOR]

Making inferences is essential to comprehending text. Teachers can ask inferential questions, model their thinking, and teach specific strategies to support upper elementary students in making inferences while reading. [ABSTRACT FROM AUTHOR]

Philosophy was downplayed due to its apparent conflict with religion and scientific thought, which led to its rejection by some as a waste of time. Philosophy is influential and dangerous because it incites questioning and demands clarity in all things. This questioning spurs dialogue, which in turn leads to the objective presentation of issues and problems. Such objective presentation compels us to confront these issues systematically. The methodology represents the deepest revolution humanity has ever known, 'because it alone can teach us something new.' Consequently, it is the most powerful intellectual tool that humanity has developed, particularly through the work of philosophers. This area is often associated with theoretical speculation. To defend his values, Dr. Al-Bukhari asks crucial questions about what philosophy can bring through questioning, critical dialogue, and methodology. These skills are essential in our universities to effectively address contemporary challenges and restore human dignity and cosmic status in the face of dominant materialism. Philosophy is thus presented as the way to happiness, combining reflection, power of the mind, and action. [ABSTRACT FROM AUTHOR]

The current study evaluated a new training programme developed for generalist police who interview adults. It was designed to enhance officers' use of open-ended questions with adult witnesses. The programme included all key training activities that had been used in successful earlier training evaluation studies related to the interviewing of child complainants of abuse. A total of 90 officers (recruits, n = 26; frontline, n = 37; and investigators, n = 27), completed the course over 6–12 weeks and their standardised mock interviews were analysed for open-ended question usage as well as auxiliary behaviours designed to support a narrative. Interviewer performance increased over time from baselines of 6–18% open-ended questions to 70–76% following the programme. Although there was a drop in performance at least 6 months after the training ceased (with no intervening follow-up sessions) (M = 9.02, SD = 3.07), performance was still significantly better than baseline, and the improvements in open-ended question usage were associated with improvement in broader interviewer behaviours known to enhance narrative detail such as the use of minimal encouragers. The practical implications of these findings and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

This research aims to obtain input about the benefits, value and usefulness of a program, as well as the effectiveness of providing coaching and training through the CIPP (contex, input, process and product) model developed by Stufflebeam. Therefore, we use cross-sectional design in this study. The object of this research is the South Sulawesi sports development program, include: availability of infrastructure, availability of human resources, organizational performance and funding sources. Variables are measured through questionnaires, observations, interviews, documents and test results. The results of implementing sports coaching are in the good category, including: (1) context aspects, the average score is 89.2%, which means that the sports coaching program is appropriate and relevant to government goals and policies, (2) aspects of input, planning programs and resources are in accordance with a score of 78.0% of the maximum score, (3) process aspects, assessment of the sports coaching process is in accordance with a score of 86.3% of the maximum score, athlete assessment a score of 86.8% of the maximum score, (4) product aspect, the achievement of athletes' abilities is considered to have increased significantly, the average initial test score is 65% while the average final test score is 84.04%, resulting in an increase in the average athlete score of 19.04%. The measurement of interest a score of 78.1% of the maximum score, while attitude a score of 80.3% of the maximum score, this means that the athlete's assessment of the implementation of sports coaching tends to be positive and good. [ABSTRACT FROM AUTHOR]

In most comparative law systems, the role of parliament is not limited to issuing various types of legislation and improving the legislative framework. It goes beyond its fundamental function of legislating to include another important role: oversight, specifically the restraining role over the actions of government members in certain cases defined by the Constitution. Parliament exercises this oversight role alongside its legislative function. It is also important in maintaining public interest and evaluating the government's work by questioning its members on the progress and execution of agreed-upon projects. Referring to the Algerian system, we find that the Algerian Parliament, which consists of two chambers--the National People's Assembly (APN) and the Council of the Nation--exercises oversight over the government's actions. The first chamber, the APN, primarily does this. Consequently, this type of oversight may sometimes lead to political accountability, which can result in either the resignation of the Prime Minister or the dissolution of the first chamber of parliament. These mechanisms include the motion of censure and the interpellation process. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study evaluated police officers’ perceptions of a new training program aimed at improving interviewing skills for adult interviewees. Drawing from successful strategies used in interviewing child complainants of abuse, the program focused on enhancing the use of open-ended questions. The investigation aimed to identify effective aspects, limitations, the practicality of open-ended questions in real-world scenarios, and avenues for enhancing post-training interviewer performance. Through diverse qualitative data collection methods including email feedback, discussion boards, questionnaires, and follow-up interviews, officers’ feedback was thematically analysed. Four key themes emerged: the utility of open-ended questions, improved skills due to course content, variability in narrative detail needs across contexts, and opportunities for enhancing learning outcomes. These findings have implications for both research and practical applications, highlighting the effectiveness of the training program and suggesting areas for further improvement in enhancing police officers’ interviewing skills with adults. [ABSTRACT FROM AUTHOR]

This year-long action research (AR) study, conducted in the context of a physical education teacher education (PETE) program in Portugal, explored how critical reflection among preservice teachers (PSTs) developed in response to tailored questioning by an external facilitator (EF). Participants were six PSTs and the first author, who assumed the dual role of EF and researcher. Four AR cycles, each involving a self-reflection analysis, intervention, and the development of the PSTs' reflections were completed. During each AR cycle, the EF examined the PSTs' teaching-learning practices and views and generated tailored questions to support critical reflection. Data were collected through focus group interviews and written reflective journals. The EF also made participant observations to contextualize each PST's teaching-learning process, resulting in field notes. Using various question types (e.g. leading, probing, and procedural next-step questions) designed to address individual needs, PSTs progressed from a basic reflection level to thinking critically about their teaching-learning practices. The questions were helpful for PSTs in interpreting daily issues faced in teaching-learning and understanding the relevance of self-analysis and attention to learners' needs in fostering critical reflection. Given these results, we recommend that PETE programs incorporate a component or module explicitly promoting reflection on and analysis of PSTs' pedagogical practices. [ABSTRACT FROM AUTHOR]

Copyright of Dialogue: Canadian Philosophical Review is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dialogue: Canadian Philosophical Review is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ABSTRACT Three tendencies currently influence social workers' questioning practices at statutory meetings with children in out‐of‐home care: an awareness that the children may have unmet needs that social workers should detect and react upon the introduction of screening instruments to social work and changes in questioning practices due to a quest for greater child participation. This project explores children's preferences about social workers' questioning practices given these trends. A total of 18 Danish children aged 10–13 participated in three separate panels in 2020 and 2021. Each panel met up on three Saturday afternoons to discuss and offer opinions on subjects that included social workers' questioning practices with or without the use of screening questionnaires. According to the children, social workers need to reach a better balance between children's right to privacy and their need for help. They want fewer people ‘meddling in their lives’, more privacy and to be questioned only when social workers can act very concretely to help them solve a problem. Children's preferences indicate that we should adjust social work questioning practices with children placed in out‐of‐home care in general and our use of screening instruments in social work in particular. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined memory integration performance in Chinese adults with high and low executive function levels in a cross-Chinese-English language context. The executive function of 356 college students was assessed prior to the experiments to identify participants with different executive function levels. All three studies utilized the separate-sentence paradigm as the experimental design. Considering that memory integration involves the encoding of two stem facts and the retrieval process of the integrated facts, Experiment 1 investigated memory integration performance across different encoding language conditions, while Experiment 2 focused on retrieval language conditions. Experiment 3 aimed to address limitations and explore the impact of different questioning languages in cross-language encoding conditions. Results showed that the presentation language during encoding significantly influenced memory integration, with better performance when the first stem fact was presented in the first language. The questioning language used for integrated facts also affected memory integration, with performance declining as the difficulty of switching between questioning and encoding languages increased. It is noteworthy that participants' retrieval of questions in their first language was associated with superior results in terms of integration performance. The study suggests that the influence of executive function and language condition on memory integration varied depending on the specific processing stage. These findings support theories on low surface similarity's influence on knowledge integration and highlight the role of executive function at the individual level. [ABSTRACT FROM AUTHOR]

AbstractOnline videos are a popular means of imparting education. This study investigated the effects of different questioning strategies used in online videos on learners’ attention levels, as well as the mediating effect of attention levels on the relationship between questioning strategies and learning performance. One hundred students from a Chinese University were randomly assigned videos with one of five questioning strategies: the pre-leading questioning (PLQ), middle-enhancing questioning (MEQ), and post-assessment questioning (PAQ) strategies as well as a combination of PLQ and MEQ and PLQ and PAQ. By using an electroencephalogram (EEG) to measure the learners’ brainwaves, this study found that embedding questions in online videos could increase learners’ attention levels. The results demonstrated that learners exposed to a combination of the two questioning strategies paid better attention than those exposed to a single strategy. Furthermore, attention level was found to be the only mediator in the relationship between the PLQ + MEQ strategy and learning performance while it played a suppressive role in the relationship between the PLQ + PAQ strategy and learning performance. These findings have significant implications for education. Instructors should design questions for online videos based on their teaching objectives at a given stage and consider the potentially negative consequences of other factors (such as cognitive load) when using multiple questioning strategies in the same video.

Researchers and practitioners in marketing, economics, and public policy often use preference elicitation tasks to forecast real-world behaviors. These tasks typically ask a series of similarly structured questions. The authors posit that every time a respondent answers an additional elicitation question, two things happen: (1) they provide information about some parameter(s) of interest, such as their time preference or the partworth for a product attribute, and (2) the respondent increasingly "adapts" to the task—that is, using task-specific decision processes specialized for this task that may or may not apply to other tasks. Importantly, adaptation comes at the cost of potential mismatch between the task-specific decision process and real-world processes that generate the target behaviors, such that asking more questions can reduce external validity. The authors used mouse and eye tracking to trace decision processes in time preference measurement and conjoint choice tasks. Respondents increasingly relied on task-specific decision processes as more questions were asked, leading to reduced external validity for both related tasks and real-world behaviors. Importantly, the external validity of measured preferences peaked after as few as seven questions in both types of tasks. When measuring preferences, less can be more. [ABSTRACT FROM AUTHOR]

Australian religious conservatives continue to argue that religiously affiliated schools should be able to discriminate based on the sexuality and/or gender identity of students. We argue that this discussion fails to adequately consider the serious harms that discrimination against LGBTQ+ educators has on LGBTQ+ and questioning students. The article uses data from an Australian qualitative study examining the experience of LGBTQ+ educators in religiously affiliated organisations. We describe how heteronormative/cisnormative discourses and discriminatory practices toward LGBTQ+ educators have a direct negative impact on LGBTQ+ students. Even in relatively inclusive schools, the heteronormative and cisnormative climate of the schools is damaging, not only for educators but also for LGBTQ+ students. These serious harms need to be given greater consideration in evaluating the arguments for discriminatory practices in religiously affiliated schools funded by the government to provide education to the general Australian population. [ABSTRACT FROM AUTHOR]

Skilled investigative interviewing is critical to ensuring that credible witness accounts are gathered in criminal investigations. The current study aimed to determine whether instructions to avoid suggestive questions and pre‐interview knowledge influence both the quality of an interviewer's questioning strategy and the interviewer's memory for the witness' account after a 1‐week delay in a laboratory study using lay student interviewers and witnesses. Results indicated that access to case details prior to the interview did not significantly influence the type or quality of questions asked within the interview itself but significantly influenced interviewers' memories for their interview 1 week later. Those who were blind to case information at the time of the interview had more accurate memories of their witness interviews than those who were correctly or incorrectly pre‐informed. Instructions to avoid suggestive questions served to reduce suggestive questions, regardless of pre‐interview knowledge. Taken together, these findings suggest that pre‐interview preparation may influence investigative outcomes beyond the interview context and traditional measures of witness accuracy. [ABSTRACT FROM AUTHOR]

The article focuses on responding to Grano et al.'s exploration of irrealis expressions in Lutuv, particularly concerning the nuances of modal-temporal interpretations involving necessity and possibility across different temporal domains. Topics include a detailed analysis of the Lutuv marker "-aa" and its potential references to actual and counterfactual indices, questioning whether it qualifies as an irrealis marker.

Incorporating argument writing as a learning activity has been found to increase students' mathematics performance. However, teachers report receiving little to no preservice or inservice preparation to use writing to support students' learning. This is especially concerning for special education teachers who provide highly specialized mathematics instruction (i.e., Tier 3) to students with mathematics disabilities (MLD). The purpose of this study was to examine the effectiveness of teachers providing content-focused open-ended questioning strategies, which included both argument writing and foundational fraction content, using Practice-Based Professional Development (PBPD) and Self-Regulated Strategy Development (SRSD) for implementing a writing-to-learn strategy called FACT-R2C2. We report the relative number of higher-order mathematical content questions that teachers asked during instruction, from among three different-level question types: Level 1: yes/no questions focused on the mathematics content; Level 2: one-word responses focused on the mathematics content; and Level 3: higher-order open-ended responses centered around four mathematical practices from the Common Core State Standards for Mathematics. Within a well-controlled single-case multiple-baseline design, seven special education teachers were randomly assigned to each PBPD + FACT-R2C2 intervention tier. Results indicated that: (1) teachers' relative use of Level 3 questions increased following the introduction of the FACT intervention; (2) this increase was apart from the professional development training that the teachers had initially received; and (3) students' writing quality improved to some extent with the increase in teachers' relative use of Level 3 questions. Implications and future directions are discussed. [ABSTRACT FROM AUTHOR]

This article aims to look back at a controversial advertising technique recognized today as an ordinary advertising tool: shockvertising. Using a historical approach, we have built an analytical corpus that covers more than a century of research published in Marketing and advertising on the use of shock. A qualitative examination of this corpus has enabled us to sketch an institutional trajectory for shockvertising, dividing its evolution into several periods. We can thus observe the gradual acceptance of a technique initially condemned by the first advertising professionals, then the segmentation of this technique and its gradual assignment to specific marketing territories, and finally, the questioning of its effectiveness and criticism of its acceptability by new consumer figures anxious to defend and express specific social values. This review provides an overview of current knowledge and opens up new research perspectives on the theme of shockvertising. [ABSTRACT FROM AUTHOR]

When teaching about complex phenomena (e.g. concepts related to the natural environment), good quality questioning could lead to a more profound conceptual change. However, asking questions that help students to construct new knowledge is a challenge for many educators. To help promote better questioning, we analyzed the kind of questions (N = 3168) educators used in "trails" in a digital outdoor learning tool "Discovery Trail" designed for supporting the environmental education field. For analysis we used a model distinguishing cognitively lower-order from higher-order open-ended questions and then categorized the higher order questions by their degree of complexity. Results show that trails created for educational purposes have more cognitively complex questions compared to non-educational trails. Still, only 20% of all the questions used in trails with educational purposes were cognitively complex. Moreover, 60% of all educational trails did not have any cognitively complex open-ended questions, indicating that educators tend not to use the tool for supporting conceptual change. Simple recall questions were mainly used through educational trails. Digital outdoor learning tool creators and users could benefit by considering how to more effectively construct questions that promote conceptual change as this is crucial to support the understanding about complex environmental topics. [ABSTRACT FROM AUTHOR]

Copyright of Anales del Seminario de Historia de la Filosofía is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In many Western jurisdictions, criminal suspects undergoing police interrogations have the right to remain silent. In this experiment, we examined the effects of remaining silent during police questioning on laypersons' perceptions of a suspect. Participants (N = 126) read one of three mock-interview transcripts (i.e. admission, denial or silence) and indicated the extent to which they agreed or disagreed that a male suspect in a missing person case was guilty, cooperative, trustworthy and rational. Participants expressed stronger agreement that the suspect was guilty when he admitted guilt than when he denied involvement or remained silent. When the suspect remained silent, participants viewed the suspect as less cooperative than when the suspect denied or admitted guilt and as less rational than when the suspect denied committing the crime. Our findings provide some support for the notion that remaining silent during police questioning may be viewed unfavourably by external observers. [ABSTRACT FROM AUTHOR]

Stimulated Recall (SR) has long been used in educational settings as an approach of retrospection. However, with the fast growing of digital learning and advanced technologies in educational settings over the past decade, the extent to which stimulated recall has been effectively implemented by researchers remains minimal. This systematic review reveals that SR has been primarily employed to probe the patterns of participants' thinking, to examine the effects of instructional strategies, and to promote metacognitive level. Notably, SR video stimuli have advanced, and the sources of stimuli have become more diverse, including the incorporation of physiological data. Additionally, researchers have applied various strategies, such as flexible intervals and questioning techniques, in SR interviews. Furthermore, this article discusses the relationships between different SR research items, including stimuli and learning contexts. The review and analysis also demonstrate that stimulated recall may be further enhanced by integrating multiple data sources, applying intelligent algorithms, and incorporating conversational agents enabled by generative artificial intelligence such as ChatGPT. This article provides a comprehensive analysis of SR studies in the realm of education and proposes a promising avenue for researchers to proactively apply stimulated recall in investigating educational issues in the digital era. [ABSTRACT FROM AUTHOR]

he current research is an attempt to analyze the different structural, semantic and pragmatic dimensions of "questioning" in trial discourse. The basic questions that can be raised in this regard are: what question forms does the interrogator use in the discourse? And what pragmatic criteria make the choice of one question form superior to another? The data of the present research is taken from cross-examination of the witness in the criminal and civil courts and prosecutor's office of Doroud city. We have used a combination of quantitative and qualitative approaches to analyze the data. In the quantitative dimension, we measured the types of question forms, and in the qualitative dimension, the types of pragmatic strategies were considered, and in this regard, we mainly used the opinions and methodology of Woodbury (1984) and Gibbons (2003). The findings show that the interrogator (including prosecutor, investigator and judge) uses different types of questions such as broad and narrow wh-questions, declaratives, tags, yes/no, yes/no negative and alternatives in their interaction with the audience. Each of the questions can specifically interrogate people and their identity, and for this reason, they are placed in the category of person-targeted strategies or those that challenge the statements and propositions raised, and in this case, they are called idea-targeted questions. The results of the data analysis indicate that a wide range of pragmatic strategies such as reformulation, repetition, contrast, presupposition, distortion of modality, etc. are used in court discourse. [ABSTRACT FROM AUTHOR]

It is important for children to be sensitive to environmental issues from an early age and to develop this sensitivity. In this context, there have been practices and discussions on environmental inquiry since the late 1970s when philosophy with children emerged. In this study, 4 of the illustrated children's books with the theme of environment that can be used in the field of environmental philosophy, within the scope of philosophy applications for children, were handled with the document analysis and content analysis methods within scope of qualitative research design. In the selection of this books in the study, criteria such as the possibility of making philosophical inquiries the use of which have been scientifically suggested or used in various studies, and the fact that they have gained intellectual popularity by being translated into many languages in the world have been determined. Philosophical questions were formed by listing the themes and topics, concepts, values and problem situations in the selected books by the researchers, and philosophical identity cards were prepared for each book. In the following stage of the study, quotations with philosophical thinking features in the books were symbolized through the target original sentences in the books. In the last stage, the sentences in the books that encourage children to philosophize were evaluated through content analysis. The aim of the study is to provide children with a critical and questioning approach to environmental problems by creating suggestions for educators who will benefit from children books in their philosophy studies with children. At this point, it was concluded that the illustrated children's book examined-within the scope of philosophy with children-are important resources in raising awareness about environmental problems to children and even adults. In terms of the results of the content analysis, it is seen that the children's books contain thoughtprovoking sentences that encourage children to protect the environment and are suitable for philosophy studies with children. According to the results of the study, it is recommended that the philosophical identity cards prepared for children's books be used in educational practices with families and teachers and in P4C workshops. [ABSTRACT FROM AUTHOR]

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Asking questions can be one of the most difficult, yet important, steps in driving student inquiry. As post-secondary instructors work to integrate inquiry into classrooms, very few concrete strategies exist for developing and promoting student questioning. The Question Formulation Technique (QFT) is a structured process used widely in K-12 settings that guides students through generating, evaluating, and reflecting on questions. In these contexts, the QFT has been shown to develop important skills, including building creative capacity (divergent and convergent thinking), metacognition, and collaborative teamwork. While we have used QFT in many contexts with undergraduate students, there is very limited evidence of effectiveness and impact beyond K-12. In this study, we explored how students collaboratively developed questions using the Question Formulation Technique (QFT) in an undergraduate upper-division biology class. We documented and explored themes in question generation and collected student group reflections on their experiences. We show that undergraduate students are productive in generating questions using QFT, and asking questions broadly across the course themes, with the number of questions increasing by the end of the term. Students enjoyed the QFT process, were excited by the questions generated, and found the collaborative brainstorming effective. We also reflect on our experiences and provide ideas for other ways QFT can be incorporated into courses to support undergraduate inquiry and research. We found that QFT helps biology undergraduate students ask their own questions and use inquiry to explore concepts creatively and collaboratively.

He current research is an attempt to analyze the different structural, semantic and pragmatic dimensions of "questioning" in trial discourse. The basic questions that can be raised in this regard are: what question forms does the interrogator use in the discourse? And what pragmatic criteria make the choice of one question form superior to another? The data of the present research is taken from cross-examination of the witness in the criminal and civil courts and prosecutor's office of Doroud city. We have used a combination of quantitative and qualitative approaches to analyze the data. In the quantitative dimension, we measured the types of question forms, and in the qualitative dimension, the types of pragmatic strategies were considered, and in this regard, we mainly used the opinions and methodology of Woodbury (1984) and Gibbons (2003). The findings show that the interrogator (including prosecutor, investigator and judge) uses different types of questions such as broad and narrow wh-questions, declaratives, tags, yes/no, yes/no negative and alternatives in their interaction with the audience. Each of the questions can specifically interrogate people and their identity, and for this reason, they are placed in the category of person-targeted strategies or those that challenge the statements and propositions raised, and in this case, they are called idea-targeted questions. The results of the data analysis indicate that a wide range of pragmatic strategies such as reformulation, repetition, contrast, presupposition, distortion of modality, etc. are used in court discourse. Introduction The current research is an attempt to analyze the different structural, semantic, and pragmatic dimensions of "questioning" in trial discourse. The basic questions raised in this regard are: what question forms does the interrogator use in the discourse? And what pragmatic criteria make the choice of one question form superior to another? The data of the present research is taken from cross-examination of the witness in the criminal and civil courts and prosecutor's office of Doroud city. We have applied a combination of quantitative and qualitative approaches to analyze the data. In the quantitative dimension, we measured the types of question forms, and in the qualitative dimension, the types of pragmatic strategies were considered, and in this regard, we mainly used the opinions and methodology of Woodbury (1984) and Gibbons (2003). Questions are categorized in terms of structure and meaning, and they can be placed in five categories of Wh-questions, yes/no questions, alternatives, tags, and declarative questions (Biber et al., 1999). Wh-questions are also divided into broad and narrow categories (Woodbury, 1984). Gibbons (2003) explores the types of pragmatic strategies that each participant in judicial discourse uses during questioning and answering. The desired strategies are placed in a general division into two categories, person-targeted and idea-targeted. The first strategy refers to methods that question the character and identity of people, and the second category targets their opinions and statements. Materials and MethodsThe present article is part of a research that studies "the role of questions in judicial discourse" in three contexts of criminal, family, and civil courts of Dorud city. The overall corpus contains about 100 thousand words collected in the period from 10/12/1401 to 03/20/1402 from different courts. Then we tagged the data according to research objective -question forms- using Python software (3.10.11). In order to maintain the balance of the corpus, we tried to extract equal number of words from each context as possible. 4963 words are related to the criminal context and 5160 words are related to the legal context. In order to examine the data, we have mainly used quantitative and qualitative approaches. In the quantitative dimension, we have analyzed the types of question types and in the qualitative dimension, we have explained and described the types of verbal strategies in judicial discourse. In order to protect people's privacy, all information such as first and last name, names of specific places and any information that determines the identity of people in some way has been removed. Discussion and ConclusionThe findings show that the interrogator (including prosecutor, investigator and judge) uses different types of questions such as broad and narrow wh-questions, declaratives, tags, yes/no, yes/no negative and alternatives in their interaction with the lay participants. Figure 1 shows the distribution diagram of the types of question forms in the corpus: Figure 1. Distribution of question forms in witness interrogation in criminal and civil courtsEach of the mentioned types also has its own pragmatics effect and that is the degree of control and limitation of the desired answer. As a result, from this point of view, it can be assumed that there is a continuum of the degree of control of different types of questions, which may change depending on the context. In addition to the structural aspects and components related to the type of question, each participant in the interrogation discourse uses strategies to achieve their goals. Regarding the discourse of the interrogation and specifically the interrogation of the witness, the findings indicate that the interrogator can implement the type of questions depending on the goal he is pursuing in the form of strategies that can either express doubts about the personal competence of the witness or directly contradict his statements. In addition to interrogating the witness, as an active participant in the discourse, he can use strategies according to the situation he is in and the answer he wants. We introduced the types of pragmatic strategies used in the present corpus as follows: reformulation, repetition, contrast, presupposition, distortion of modality, etc. It is worth noting that although the interrogator as a participant with "power" has the most important tool of exercising dominance - question - in the discourse, but other participants can also achieve their goals in a limited way by using linguistics devices (such as lexicon choice and counter questioning) that have their own pragmatic effect. It should be noted that the types of strategies in the court discourse are not limited to those mentioned in the present study and it is obvious that more diverse and significant results can be obtained in other contexts and with the presence of other participants. In addition, some discourse markers that are specific to judicial and interrogation discourse have been left out due to lack of space, but they play a central role in the formation of said discourse (such as turn taking, interruption, interference, etc.) and therefore other researches should be conducted to can cover different dimensions of judicial discourse.

Introduction: One of the most complex processes in the field of sports expertise is decision-making. In this respect, this study aimed to investigate the effect of decision training on anticipation and creative decision-making in badminton.Methods: The current research is a quasi-experimental type with a pre-test and post-test design. The statistical population of the present study was all female students aged 20 to 30 years, from which 40 female students were selected by the available sampling method and randomly assigned into two decision training and control groups. A creative decision-making questionnaire, video camera, laptop, and projector were the tools used in the research. In the pretest, creative decision-making and anticipation were measured with 20 video clips while watching a badminton overhead shot through a video clip that was interrupted at the moment of racket-ball contact. The training group practiced 400 decision training trials and the control group just recognized the direction of the shots. A post-test was taken after 48 hours.Results: The result revealed that in the post-test, the decision training group had more creativity in decision-making than the control group (F=2.64) and in the training group, the skill of anticipating the direction of the shots was better than the control group (F=4.17).Conclusion: According to the results, the decision training made the players of the training group recognize the direction and landing place of the shot with more creativity and provide several solutions for each shot. It seems that decision training has a significant effect in facilitating and providing different solutions.

This case study intended to investigate how early childhood preservice teachers' interaction skills were improved throughout teaching practice within the framework of learning-oriented assessment. The data of the study were collected from 17 preservice teachers in early childhood education. Observation notes and reflective journals were used as data collection tools. The vertical analysis procedure was used in the qualitative data analysis process. It was found that more child-centered practices, small group implementations, interaction during free play, and effective feedback and questioning were among the effective strategies used by the preservice teachers to support in-class interaction. In this study, the learning-oriented assessment was discussed by emphasizing its contributions to professional learning during teacher education. [ABSTRACT FROM AUTHOR]