Relevant bibliographies by topics / Children's questions and answers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children's questions and answers'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Children's questions and answers"

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Rawstrone, Annette. "Honest answers." Early Years Educator 22, no. 8 (March 2, 2021): S16. http://dx.doi.org/10.12968/eyed.2021.22.8.s16.

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It could be that your pre-school child is asking questions about what death is, or there has been a death in the family due to the pandemic. Whatever the situation, it's good to be prepared to answer children's questions simply and honestly.
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Thornton, Rosalind. "Verb Phrase Ellipsis in Children's Answers to Questions." Language Learning and Development 6, no. 1 (January 14, 2010): 1–31. http://dx.doi.org/10.1080/15475440903328146.

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Wellen, Constance J. "Effects of Older Siblings on the Language Young Children Hear and Produce." Journal of Speech and Hearing Disorders 50, no. 1 (February 1985): 84–99. http://dx.doi.org/10.1044/jshd.5001.84.

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Mothers told stories to their children, inserting 30 questions about each story under two conditions. In one situation, mothers were alone with their younger child, and in the other condition, an older sibling was also present. During the question-answer interactions, older siblings responded to 60%–65% of all mothers' questions before younger children had a chance to respond and provided direct answers to the questions in 57%–65% of those instances. Mothers responded by producing fewer rephrased questions, fewer questions providing hints and answers, fewer questions functioning as repetitions and expansions, and more directly repeated questions when the older sibling was present. The effect of older siblings' first responses also reduced by half the number of younger children's utterances. The younger children produced fewer noncontent and content answers and more imitated answers in the presence of the older sibling. It is concluded that the presence of older siblings may influence the language young children hear and produce.
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Yağan Güder, Sevcan, and Erhan Alabay. "Children's Questions and Answers of Parents: Sexual Education Dilemma." International Journal of Progressive Education 14, no. 6 (December 31, 2018): 138–51. http://dx.doi.org/10.29329/ijpe.2018.179.11.

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Hannust, Triin, and Eve Kikas. "Changes in Children's Answers to Open Questions about the Earth and Gravity." Child Development Research 2012 (June 7, 2012): 1–10. http://dx.doi.org/10.1155/2012/613674.

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Many studies that have been conducted to describe children's knowledge about the Earth and gravity have produced discrepant results. However, as most of these studies have been cross-sectional and they have used different methods for collecting and analyzing data, the question Do children at some point construct internally consistent but incorrect explanations to elementary astronomical phenomena? has not been fully answered. The aim of the study was to further explore this question by examining how children respond to open questions about the Earth and gravity and how these answers change over time. Schoolchildren's () answers were examined four times with one-year intervals. It was found that directly after learning the topics in school many children gave synthetic responses and some oscillated between correct and incorrect explanations for a time. By the fourth grade more than half of the children were able to give scientifically accurate answers and good knowledge of facts supported children's ability to correctly generalize their existing knowledge. It was also shown that most children do not construct consistent nonscientific models of the Earth and that only thorough understanding of the discussed phenomena will lead to consistent answering.
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Bjorklund, David F., Barbara R. Bjorklund, Rhonda Douglas Brown, and William S. Cassel. "Children's Susceptibility to Repeated Questions: How Misinformation Changes Children's Answers and Their Minds." Applied Developmental Science 2, no. 2 (June 1998): 99–111. http://dx.doi.org/10.1207/s1532480xads0202_4.

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CASILLAS, MARISA, SUSAN C. BOBB, and EVE V. CLARK. "Turn-taking, timing, and planning in early language acquisition." Journal of Child Language 43, no. 6 (November 25, 2015): 1310–37. http://dx.doi.org/10.1017/s0305000915000689.

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AbstractYoung children answer questions with longer delays than adults do, and they don't reach typical adult response times until several years later. We hypothesized that this prolonged pattern of delay in children's timing results from competing demands: to give an answer, children must understand a question while simultaneously planning and initiating their response. Even as children get older and more efficient in this process, the demands on them increase because their verbal responses become more complex. We analyzed conversational question–answer sequences between caregivers and their children from ages 1;8 to 3;5, finding that children (1) initiate simple answers more quickly than complex ones, (2) initiate simple answers quickly from an early age, and (3) initiate complex answers more quickly as they grow older. Our results suggest that children aim to respond quickly from the start, improving on earlier-acquired answer types while they begin to practice later-acquired, slower ones.
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Edwards, Barbara, and Boyd Davis. "Learning from Classroom Questions and Answers: Teachers' Uncertainties about Children's Language." Journal of Literacy Research 29, no. 4 (December 1997): 471–505. http://dx.doi.org/10.1080/10862969709547971.

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This article examines the interaction of language varieties with teachers' perceptions and evaluations of how k-2 students answer classroom questions. Using both qualitative and quantitative methodology, we trace the processes, findings, and reflections from 2 years of collaboration with teachers in a low-income, multiethnic, inner-city school where all students spoke marginalized or stigmatized varieties of English, including Appalachian/rural and African-American English, or Ebonics. Among other findings, we and the teachers discovered ambiguity in their questions which created problems for students accustomed to different discourse practices. We noticed examples of Delpit's “silenced dialogue” when young White teachers would not listen to the exhortations of an experienced Black teacher that they should show students exactly what they wanted as answers. We worked with the teachers to uncover their concerns about racism and classism to discover what they heard and valued in students' answers and to modify their ways of listening to children. Implications include the need to query our own teaching practices relative to creating “culturally composite classrooms” where speakers of all dialects are respected.
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Jirout, Jamie, and David Klahr. "Questions – And Some Answers – About Young Children’s Questions." Journal of Cognition and Development 21, no. 5 (October 19, 2020): 729–53. http://dx.doi.org/10.1080/15248372.2020.1832492.

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Rivieccio, Paola. "Questioning Questions in Autobiographies of Intercultural Encounters." International Journal of Bias, Identity and Diversities in Education 6, no. 1 (January 2021): 47–59. http://dx.doi.org/10.4018/ijbide.2021010104.

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In this article, the author analyzes the discursive forms of the Autobiographies for Intercultural Encounters Young Version (AIEY), which has been developed by the Council of Europe (COE) to encourage young learners to become aware of their intercultural experiences. She tried to analyze both AIEY's questions and 100 ten-years-old children's answers. The aim is to understand the kind of discourse that the AIEY encourages about intercultural encounters and the extent to which it could have affected the pupils' answers.
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Dissertations / Theses on the topic "Children's questions and answers"

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Brandao, Ana Carolina Perrusi Alves. "'How do you know this answer?' : children's use of text and prior knowledge in answering comprehension questions." Thesis, University of Sussex, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401487.

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readers use the information from a text and their prior knowledge in answering comprehension questions? In other words, where do children's answers to comprehension questions come from, and how is it possible to discover whether children draw inferences from information in a text, as opposed to relying on their prior knowledge and experiences outside of it? Such questions were motivated by previous research (e.g., Nicholson and Imlach, 1981; Lipson, 1982, 1983) that shows that children may produce incorrect responses in comprehension tasks because they trust their own prior knowledge and experiences more than what the text states. In order to explore these issues, a series of four studies was conducted in which children between 7 and 8 years-old were asked to read narrative and informative texts and answer different types of comprehension question about these texts. After each response, they were asked to explain how they derived their responses by answering the following question: "how do you know this answer?" The children's answers and justifications were analysed both quantitatively and qualitatively. The analysis of the data showed that the text proved to be the main source of information for the young readers, i.e. most of their comprehension responses were derived from text data. However, nearly all of the children responded to a few questions exclusively on the basis of their prior knowledge, ignoring information in the text. Overall, the problem of overuse of prior knowledge was greater after reading texts that contained ideas that conflicted with the children's general expectations or prior topic knowledge than after reading conventional texts where this conflict was not apparent. In addition, a great variety of problems in using text information were also identified, particularly in response to gap-filling questions (the ones that require searching for cues in the text and integrating these cues with background knowledge). Finally, in all the studies, there was a positive correlation between the quality of the children's justifications of their responses and their comprehension skills. A fifth study, where the children judged the quality of other children's explanations for their responses, revealed that explanations that were correctly based on information from the text and explanations that were only based on the reader's prior knowledge were perceived as equally good. This finding indicated that young readers are not fully aware of the essential relationship between text information, comprehension questions and the reader's prior knowledge. The final study demonstrated that, although young readers seem to be sensitive to the existence of different types of comprehension question, they do not have a great deal of knowledge of these differences. The results also showed that this knowledge has a positive correlation with their performance in question-answering tasks. The procedure of asking children to justify their answers was shown to be a good way of specifying more precisely some of their problems in text comprehension. It also seemed to encourage them to look back at the text and review their responses and, as such it could be considered a useful tool to improve children's reading comprehension
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Masto, Meghan B. "Knowledge, questions and answers." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/dissertations/AAI3379990/.

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Yasavul, Sevket Murat. "Questions and Answers in K'iche'." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492691106586075.

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Lesieutre, John. "Negative answers to some positivity questions." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90187.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Mathematics, 2014.
47
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 61-64).
We construct counterexamples to a number of questions related to positivity properties of line bundles on algebraic varieties. The examples are based on studying the geometry of varieties that admit pseudo automorphisms of positive entropy, and in particular on the action of standard Cremona transformations on blow-ups of projective space at configurations of points. The main examples include the following: nefness is not an open condition in families; the diminished base locus of a divisor is not always a closed set; Zariski decompositions do not necessarily exist in dimension three; asymptotic multiplicity invariants are not always finite in the relative setting; and the number of Fourier- Mukai partners of a variety can be infinite.
by John Lesieutre.
Ph. D.
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Xiang, Yimei. "Interpreting Questions with Non-Exhaustive Answers." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493278.

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This dissertation investigates a variety of issues on question semantics, especially the interpretations of mention-some questions, multiple-wh questions, and questions with quantifiers. Chapter 1 discusses some basic issues on question semantics. I define question roots as topical properties, which can supply propositional answers and nominal short answers. But distinct from traditional categorial approaches, I treat wh-items as existential quantifiers, which can be shifted into domain restrictors. Moreover, I argue that the quantificational domain of a plural or number-neutral wh-item is polymorphic: it consists of not only individuals but also generalized conjunctions and disjunctions. Chapter 2 and 3 are centered on the interpretations of mention-some questions. Showing that the availability of mention-some should be grammatically restricted, I attribute the mention-some/mention-all ambiguity to structural variations within the question nucleus. The variations include (i) the scope ambiguity of the higher-order wh-trace and (ii) the absence/presence of a null dou. Further, I solve the dilemma between uniqueness and mention-some by allowing the short answers to be interpreted with wide scope. Chapter 4 investigates the role of false answers in interpreting indirect questions. I focus on the following two facts: first, FA-sensitivity is involved in interpreting mention-some questions; second, FA-sensitivity is concerned with all types of false answers, not just those that can be complete. These facts challenge the current dominant view that FA-sensitivity is derived by exhaustifications. In Chapter 5 and 6, I turn to multiple-wh questions and questions with quantifiers. Chapter 5 presents a function-based analysis for the pair-list readings of multi-wh questions. Crucially, contra the dominant view, I argue that these readings are NOT subject to domain exhaustivity. Chapter 6 explores two approaches to quantifying-into question effects, namely a higher-order question approach and a function-based approach. Both approaches manage to treat quantifying-into question as regular quantification. Chapter 7 presents a uniform treatment for the seemingly diverse functions of the Mandarin particle dou. I argue that dou is a pre-exhaustification exhaustifier that operates on sub-alternatives. This chapter provides a baseline theory for the derivation of disjunctive mention-all.
Linguistics
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Moser, Elena Vera. "Answers to Polarity Questions : A Typological Study." Thesis, Stockholms universitet, Institutionen för lingvistik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157363.

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Polarity questions, i.e. questions that demand as an answer either an affirmation or a denial (e.g. yes or no), are considered to be an universal language feature. Different strategies to answer polarity questions have been observed across languages. Sadock & Zwicky (1985) identified three systems of answer strategies: yes/no systems, agree/disagree systems and echosystems. Other studies have attested languages exhibiting a mix of these types (i.a. Floydet al. 2016, Holmberg 2016). Sadock & Zwicky (1985) do not offer any statements about the frequency distribution of the language systems, nor do they explain what kind of sample was used for their analysis. The aim of this study is to fill this gap. Specifically, the goals are to investigate the validity of the typology offered in Sadock & Zwicky (1985) and to establish some estimates about the cross-linguistic frequency of the types identified during this investigation. The data are collected through consultation of reference grammars and elicitation by means of a questionnaire.
Polaritetsfrågor, frågor där det förväntade svaret är ja eller nej, anses vara ett universellt språk drag. Olika strategier för att svara på polaritetsfrågor har observerats i världens språk. Sadock & Zwicky (1985) identifierade tre svarssystem: polaritetsystem (yes/no system), sanningssystem (agree/disagree system) och ekosystem (echo system). Andra studier har funnit att språk också kan blanda dessa system (i.a. Floyd et al. 2016, Holmberg 2016). Sadock & Zwicky (1985) varken redogör för vilken distribution dessa svarssystem har eller vilket urval resultaten baseras på. Syftet med denna studie är att fylla den luckan. Målet är att undersöka validiteten i Sadock & Zwickys (1985) typologi samt att fastställa den tvärspråkliga frekvensen för de svarssystem som undersöks. Datainsamlingen sker genom grammatikor och elicitering genom en enkät.
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López-Cortina, Jorge. "The Spanish left periphery questions and answers /." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2007. http://worldcat.org/oclc/436261554/viewonline.

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Du, Xujia. "Questions and answers in Chinese political press conferences." Thesis, Canberra, ACT : The Australian National University, 2011. http://hdl.handle.net/1885/8759.

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Since China’s opening up in 1978, there has been increasing interaction between the Chinese government and the domestic and international media. Previous research has shown that journalists from developed countries take an adversarial role when questioning politicians in news interviews and press conferences while journalists from developing countries like China take a role that furthers the agenda of their governments. The literature has also demonstrated that evasiveness is observed in the answers of politicians from both developed and developing countries. Although much attention has been given to politician-media interaction in the western developed countries, there is a scarcity of research on political communication in the Chinese context and on cross-cultural differences in political communication between China and other countries. Using conversation analysis methodology and quantitative analysis, this thesis analyzed questions and answers fro m political press conferences in China in order to show 1) how adversarialness and evasiveness were encoded in journalists’ questions and politiciansâ’ answers respectively; 2) whether there was a difference in adversarialness between journalists from different socio-political backgrounds, and 3) the relationship between adversarialness and evasiveness. The analysis revealed that journalists from developed countries displayed a higher level of adversarialness in their questions than Chinese journalist and that a higher level of journalistic adversarialness was more likely to result in a higher level of evasiveness in politicians’ answers. While journalists resorted to various strategies to pose adversarial questions, politicians also employed different structural designs and techniques to mitigate their evasive answers.
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Pandey, Shailesh. "Learning to rank and order answers to definition questions." Thesis, University of York, 2012. http://etheses.whiterose.ac.uk/5040/.

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The task of ordering a set of ranked result returned by an online search engine or an offline information retrieval engine is termed as reranking. It is called reranking for the reason that the candidate answer snippets are extracted by the information retrieval systems using some strategy for scoring, for example, based on occurrence of query words. We therefore assume the results to be already ranked and therefore the subsequent ranking is termed as reranking. Ranking drastically reduces the number of documents that will be processed further. Reranking usually involves deeper linguistic analysis and use of expert knowledge resources to get an even better understanding. The first task this thesis explores is regarding reranking of answers to definition questions. The answers are sentences returned by the google search engine in response to the definition questions. This step is relevant to definition questions because the questions tend to be short and therefore the information need of the user is difficult to assess. This means the final result is not a single piece of information but a ordered set of relevant sentences. In this thesis we explore two approaches to reranking that uses dependency tree statistics in a probabilistic setting. One of them is based on calculating edit distance between trees and tree statistics from the corpus and other one uses a tree kernel function and involves using the output from trained classifiers directly. The second task this thesis explores is the task of sentence ordering for definition questions. The reranking part of the definition question answering pipeline is able to identify the sentences that are relevant to a given question. However, answer to a definition question is a collection of sentences that has some coherent ordering between them. In a way this is not far away from the characteristics observed in a good summary. We believe that by moving sentences around to form a more coherent chunk we will be able to better meet the expectation of a user by improving his reading experience. We present an approach that finds an ordering for the sentences based on the knowledge extracted from observing the order of sentences in Wikipedia articles. Due to the popularity and acceptability of Wikipedia, proven by the fact that wikipedia results are ranked high by all major commercial search engines, it was chosen as the standard to be learnt from and compared against. We present a framework that uses the order of sentences extracted from Wikipedia articles to construct a single big graph of connected sentences. As a mechanism to select a node in the graph, we define a scoring function based on the relative position of candidate sentences.
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Iversen, Clara. "Making Questions and Answers Work : Negotiating Participation in Interview Interaction." Doctoral thesis, Uppsala universitet, Sociologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201318.

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The current thesis explores conditions for participation in interview interaction. Drawing on the ethnomethodological idea that knowledge is central to participation in social situations, it examines how interview participants navigate knowledge and competence claims and the institutional and moral implications of these claims. The data consists of, in total, 97 audio-recorded interviews conducted as part of a national Swedish evaluation of support interventions for children exposed to violence. In three studies, I use discursive psychology and conversation analysis to explicate how interview participants in interaction (1) contribute to and negotiate institutional constraints and (2) manage rights and responsibilities related to knowledge. The findings of study I and study II show that child interviewees actively cooperate with as well as resist the constraints of interview questions. However, the children’s opportunities for participation in this institutional context are limited by two factors: (1) recordability; that is, the focus on generating recordable responses and (2) problematic assumptions underpinning questions and the interpretation of interview answers. Apart from restricting children’s rights to formulate their experiences, these factors can lead interviewers to miss opportunities to gain important information. Also related to institutional constraints, study III shows how the ideal of model consistency is prioritized over service-user participation. Thus, the three studies show how different practices relevant to institutional agendas may hinder participation. Moreover, the findings contribute to an understanding of how issues of knowledge are managed in the interviews. Study II suggests the importance of the concept of believability to refer to people’s rights and responsibilities to draw conclusions about others’ thoughts. And the findings of study III demonstrate how, in evaluation interviews with social workers, children’s access to their own thoughts and feelings are based on a notion of predetermined participation; that is, constructed as contingent on wanting what the institutional setting offers. Thus, child service users’ low epistemic status, compared to the social workers, trumps their epistemic access to their own minds. These conclusions, about recordability, believability, and predetermined participation, are based on interaction with or about children. However, I argue that the findings relate to interviewees and service users in general. By demonstrating the structuring power of interactive practices, the thesis extends our understanding of conditions for participation in the institutional setting of social research interviews.
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Books on the topic "Children's questions and answers"

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Nicholas, Harris. Questions & answers. San Diego, CA: Blackbirch Press, 2002.

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Scott, Lesley. 315 children's questions and answers. New York: Derrydale Books, 1985.

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A, Russell Kenneth, ed. Children's challenging brain teasers. London: Ward Lock, 1991.

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Farndon, John. Encyclopedia of questions & answers. London: Marks and Spencer, 2003.

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Farndon, John. Encyclopedia of questions & answers. London: Marks and Spencer, 2003.

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Ian, Graham. Questions & answers book of facts. Abingdon: Vineyard Books, 1996.

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Buller, Laura. Big questions. New York: DK Pub., 2011.

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Gardeski, Christina Mia. Dogs: Questions and answers. North Mankato, Minnesota: Capstone Press, 2017.

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1951-, Bennett Steven J., and Bennett Ruth, eds. Kids' answers to life's big questions. Holbrook, Mass: Bob Adams, 1992.

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Fardon, John. Questions & answers: 555 questions and answers about people, places, and planet Earth. Bath, UK: Parragon, 2009.

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Book chapters on the topic "Children's questions and answers"

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Cooke, Richard J. "Postdischarge Nutrition of Preterm Infants: More Questions than Answers." In Nutrition Support for Infants and Children at Risk, 213–28. Basel: KARGER, 2007. http://dx.doi.org/10.1159/000098538.

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Sandin, Bengt, and Jonathan Josefsson. "The Reform that Never Happened: A History of Children’s Suffrage Restrictions." In Exploring Children's Suffrage, 131–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14541-4_7.

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AbstractIn this chapter we discuss the history of children’s voting rights in Sweden. Despite the remarkable strengthening of children’s rights in Sweden in the late twentieth century, and the fact that proposals to expand children’s right to vote have continuously been filed, this has not resulted in a lowering of the voting age after 1974 when it was set to 18 years of age. At the same time a growing number of other countries have lowered the voting age. In this chapter we explore historical restrictions on children’s voting rights and possible explanations to why age limits to voting rights have not been lowered. The answers can be sought in how the age barriers on voting have been situated in relation to other political questions, to party-political dynamics, and to how the institutional framework around children’s rights has developed. The voting age has not been lowered largely because of institutional path dependencies and political barriers to change. Partly, apparently, because of the prolific development of democratic institutions and child inclusive policies. The Swedish case serves as an illustration of the complexity of the historical factors that influence changes in the age of voting, and the interplay between national and international processes.
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Hynan, Daniel J. "Observing Parents Interact with Children: All Too Infrequently Asked Questions (and Answers)." In Handbook of Child Custody, 49–56. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13942-5_6.

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Dalgren, Sara. "Questions and Answers, A Seesaw and Embodied Action: How a Preschool Teacher and Children Accomplish Educational Practice." In Children’s Knowledge-in-Interaction, 37–56. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1703-2_3.

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Napal Fraile, María, Lara Vázquez Bienzobas, Isabel Zudaire Ripa, and Irantzu Uriz Doray. "The Effect of Adult Intervention in the Development of Science Process Skills." In Shaping the Future of Biological Education Research, 51–61. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44792-1_4.

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AbstractContrary to the commonly held belief that preschool children are not prepared to understand certain scientific phenomena, studies have shown at least an incipient command of science process skills (SPS) whenever children are provided with various opportunities and contexts for learning. Specifically, the degree of adult intervention may strongly determine learning outcomes, especially if this role consists of guiding exploration with productive questions that help the children focus their attention on the phenomena of interest. This research was aimed at assessing the impact of different styles of adult intervention on the learning of and engagement with science tasks, in the context of a proposal intended to develop SPS among young children. Forty-two children aged 4–6 were subdivided in three groups and participated in various science proposals under different styles of adult intervention: children-led, adult-led or scaffolded exploration. While the adult-led group attained the most detailed learning of concepts, the scaffolded exploration group improved their basic SPS more. The children-led intervention had the poorest results. The type of questions proved crucial, with productive questions which prompt the children to focus their attention or find a solution leading to much more accurate and complete answers.
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Khomsi, Mohamed Reda, Karl Delorme, and Cyril Martin-Colonna. "Online Travel Planning for Families with a Child with a Disability." In Information and Communication Technologies in Tourism 2022, 72–77. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94751-4_7.

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AbstractWhereas the search for information when starting to plan a trip is generally perceived as enjoyable, families with a disabled child may associate this step with anxiety and stress. This is due to a lack of information and poor consideration of disabled children’s needs in most tourist websites, making it difficult for such families to find answers to their questions. In this context, the present research attempts to understand the online travel planning process of families with a child with a disability in order to propose solutions adapted to these families’ needs.
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Huxtable, Marie, Ros Hurford, and Joy Mounter. "Developing the Ability of Children to Pose Questions that are Important to them and to Create Answers." In Creative and Philosophical Thinking in Primary School, 45–54. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003423881-6.

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Amorim, Antonio, and Nádia Pinto. "Questions without Answers & Answers without Questions." In An Introduction to Forensic Genetics for Non-geneticists, 63–68. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9781003266716-6.

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Whitaker, Sean. "Answers." In PMP® Examination Practice Questions, 107–277. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-1883-9_2.

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Gomm, Roger. "Questions and Answers." In Social Research Methodology, 208–38. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-0-230-22911-2_10.

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Conference papers on the topic "Children's questions and answers"

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Qiu, Jing, Jingyang Li, Zhao Xu, Ruonan Huang, Ruikang Wang, Lingjie Wu, Xiaojian Wu, et al. "Are answers more important than questions? Planning an empathy design innovation course for young students." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100972.

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This paper presents the planning of an innovation course for elementary school students. The course is designed and organized by the Beijing Normal University in collaboration with the China Soong Ching Ling Science and Culture Centre for Young People. This course aims to foster children's empathy and creative thinking. There are three core teaching phases: theme exploration, design expression, and prototyping. In addition, the research team applies NeuroDesign techniques (i.e., fNIRS) to quantitatively measure students' development of empathy and innovation to assess the effectiveness of teaching and learning. Educators would refer to this planning for designing other educational courses on fostering creativity.
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Obućina, Ognjen, and Toni Babarović. "GUIDE pilot survey on child well-being in five European countries." In Population in Post-Yugoslav Countries: (Dis)Similarities and Perspectives. Institute of Social Sciences, 2024. http://dx.doi.org/10.59954/ppycdsp2024.8.

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Growing Up In Digital Europe (GUIDE) will be Europe’s first comparative birth cohort study of children’s and young people’s wellbeing. The aim of the GUIDE study is to track children’s personal wellbeing and development, in combination with key indicators of children’s homes, neighbourhoods, and schools, across Europe. GUIDE will be an accelerated cohort survey including a sample of infants as well as a sample of school age children. One of the principal tasks in the preparatory stage of the survey has been to implement the GUIDE Pilot Survey, a large-scale cohort pilot survey using a harmonised instrument and research design in five European countries: Croatia, Finland, France, Ireland and Slovenia. Three groups of respondents were interviewed, with a separate questionnaire for each group: 1) 8-year-old children, 2) parents of 8-year olds, 3) parents of newborn children. There were around 750 respondents per country, that is 250 respondents for each questionnaire in each country. Survey agencies used a variety of sampling and recruitment strategies. Whereas in Finland the survey took place in the CAVI (Computer-Assisted Voice Interviewing) mode, face-to-face interviews were implemented in the other four countries. The surveys took place between spring and early autumn 2023. The surveys have been successfully implemented in all five countries. An examination of survey responses, evaluation questions, and insights from survey agencies collectively assures us that the questionnaire content is mainly adequate and serves as a very good basis in the preparations of Wave 1 of the GUIDE survey. However, the insights obtained from our five pilot surveys offer valuable reflections on potential improvements for the design of forthcoming national surveys. The pilots shed light on the impact of recruitment methods, revealing increased complexity in survey implementation in settings where recruitment transpires in public spaces. Also, the positive influence of financial incentives on response rates and respondent satisfaction, crucial in the longitudinal context of our project, emerged as a noteworthy finding. The consideration of Computer-Assisted Voice Interviewing (CAVI) as a viable alternative to Computer-Assisted Personal Interviewing (CAPI), particularly for hard-to-reach populations, deserves serious attention. Finally, the pilot experience emphasizes the importance of providing interviewers with enhanced training, especially when engaging with child respondents. The lessons drawn from our pilot surveys also extend to considerations regarding the content of our questionnaires. While the fundamental structure of the questionnaire will not undergo substantial changes, thoughtful modifications are to be considered. A notable aspect pertains to the use of 5-scale answers in child questionnaires, where indications suggest potential challenges for some children. Also related to children's comprehension of questions, a discussion is needed around the inclusion of the so-called existential questions (such as those probing the meaning of life or optimism) when interviewing 8-year-olds, prompting reflection on whether these questions are best reserved for an older age group.
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Schipor, Maria doina, Gabriel Cramariuc, Stefan gheorghe Pentiuc, and Otilia Clipa. "RELATIONS BETWEEN FAMILIARITY WITH TOUCH INTERFACES AND SENSORIMOTOR SKILLS IN PRESCHOOLERS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-121.

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Nowadays, ubiquitous technologies - devices surrounding us - claim a new, natural and intuitive interaction paradigm. This challenge becomes more emphases when it is about so-called "generation of digital learners" because their particular need to experience technology as an integrated component of their usual development scenario. However, despite of worries activated by possible negative effects of its irrational utilization, the computer is an accepted educational tool. In this context, one of the most recent and promising (from educational point of view) computer-like devices are touch screens. Without any doubt, these nowadays tools have known an unprecedented spreading among children and there are few researches who have investigate the developmental impact. For example, there are few documented (if any) answers for fundamental questions such as: What are the educational advantages of these devices? Do these "pros" outcome the drawbacks? What is the impact of touch interfaces on children's development and how can we measure it? Could this impact be controlled in order to enrich learning experiences and to endorse psychological development? In this paper we focus on highlighting the relations between the extent of using touch interfaces and the level of sensorimotor skills in preschoolers (N=90). A quasi-experimental design was conducted in order to test our hypothesis. The independent variables (i.e. familiarity with touch interfaces, motor skills observed by parents) were investigated with a questionnaire applied to the children's parents. The dependent variables (i.e. the rhythmic and sequential movements and the visuomotor precision) were measured through neuropsychological assessment using the Fingertip Tapping and Visuomotor Precision (subtests from NEPSY Developmental Neuropsychological Assessment). The obtained results have shown significant relations between the above mentioned variables. These outcomes encourage us to continue our research for both evaluation and improving children's sensorimotor skills through touch interfaces.
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Савка, C. Д., and Н. С. Карвацька. "ОСОБЛИВОСТІ ВИКЛАДАННЯ КЛІНІЧНИХ ДИСЦИПЛІН СТУДЕНТАМ МЕДИКАМ ПІД ЧАС ДИСТАНЦІЙНОГО НАВЧАННЯ У ЗВ’ЯЗКУ З ПАНДЕМІЄЮ COVID-19." In Proceedings of the XXXI International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/30082021/7648.

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According to UNESCO statistics, more than 1.5 billion children and youth in 188 countries around the globe have to stay home due to the closure of schools and higher education institutions following the Coronavirus outbreak [1]. The aim of our work was to study the features of teaching clinical disciplines to medical students during distance learning and to develop an algorithm to improve practical skills and abilities. The study included 260 fourth-year medical students. Surveys were conducted anonymously in a randomized manner to increase the reliability of the results, using Google Forms (software for administering the survey, which is part of the free web package Google Docs Editors, offered by Google). The whole list of questions was compiled into one questionnaire, to each of which the student had to give a positive or negative answer. After analyzing the answers to the questions about the resources that contribute to better learning of practical skills during distance learning, the majority of 204 (78.5%) respondents chose simulation technologies, 38 students (14.6%) preferred video interviews followed by discussion and only 18 people (6.9%) - solving clinical tasks and tests. According to the results of the research, the highest indicators of mastering practical skills and abilities were students who worked them in the educational and training center of simulation medicine and innovative technologies.
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Țigriș, Simona-Luiza. "Directive Speech Acts in the Story Tell the Truth … by Nicholasa Mohr." In Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.11.

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The story Tell the Truth… is part of the book el Bronx Remembered which was written by Nicholasa Mohr, the first Nuyorican woman who had her literary works published in the United States of America. El Bronx Remembered was first published in 1975 and it draws attention to the ‘Great Migration’ of Puerto Ricans to New York in the 1950s. The stories reflect the hardships of Puerto Rican migrants through the eyes of characters who are children, teenagers and young adults. The story Tell the Truth… depicts a conversation between a lawyer, Mr. Crane, and Vickie, a 13-year-old teenager. The purpose of this article is to identify the type and structure of the directive speech acts that the lawyer uses strategically in order to persuade the teenager to confess to her mother’s alleged involvement in illegal activities. Bach and Harnish’s (1979) classification of speech acts will be taken into account in the methodology, as well as Blum-Kulka and Olshtain’s (1984) description of the linguistic realization patterns of requests. Brown and Levinson’s (1987) Politeness Theory is taken into consideration, too. Supportive moves (Placencia, 2020) and hedges (Fraser, 2010) are identified in the conversation as well. Moreover, the analysis also reveals if adjacency pairs (Schegloff, 2007) are formed through the teenager’s answers. Mr. Crane uses requestives, questions and requirements in his initiating interventions. He resorts to directives in the form of yes/no questions and he also uses negations in their structure. He uses multiple directives that follow one another so as to put pressure on the teenager. The lawyer threatens the teenager’s negative face, while the teenager threatens the lawyer’s positive face. It can be noticed that he can rarely assign her the turn, so the adjacency pairs question-answer and request-granting/rejection are seldom formed. The story Tell the Truth… could be considered a story in which both characters do not tell the truth, as various speech acts infringe on the sincerity condition.
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Matos, Ana Luiza dos Santos, Ayara Menezes Aragones, and Ana Veronica Pazmino. "Dancing bees: game for children about the importance of bees." In ENSUS2023 - XI Encontro de Sustentabilidade em Projeto. Grupo de Pesquisa Virtuhab/UFSC, 2023. http://dx.doi.org/10.29183/2596-237x.ensus2023.v11.n3.p256-268.

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This article aims to inform in a playful way, through a game, about the loss of biodiversity, the risks of extinction of bees and how this affects today's society. Bearing this problem in mind and seeking to reach future generations, the work refers to a design project that results in an educational board game with the theme of bees, with the target audience for children between seven (7 ) to twelve (12) years. The realization of the project was based on design methods followed by guidelines that were applied during the Project Methodology discipline of the product design course at UFSC. The work shows the project's actions and the result of a game that places bees related to characters from Brazilian culture and proposes a playful teaching, which can be used inside and outside the classroom, providing a dynamic of questions and answers about knowledge. of the subject and its problems.
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Sitorus, Hisardo, and Andar Gunawan Pasaribu. "Development Ethics Of Sunday School Children Through The Teaching Creativity Of Teacher." In International Conference of Education in the New Normal Era. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/iceiakn.v1i1.232.

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There are 4 main points to be addressed clearly in abstract section: (1) background of research title, (2) research purpose, (3) research methodology, and (4) research result/contribution. Background section should be the shortest part of the abstract and should very briefly outline the following information: What is already known about the subject, related to the paper in question? What is not known about the subject and hence what the study intended to examine (or what the paper seeks to present - purpose). In most cases, the background can be framed in just 2–3 sentences, with each sentence describing a different aspect of the information referred to above. The purpose of the research, as the word itself indicates, is to provide the reader with a background to the study, and hence to smoothly lead into a description of the methods employed in the investigation. The methodology section is usually the second-longest section in the abstract. It should contain enough information to enable the reader to understand what was done, and important questions to which the methods section should provide brief answers. The results section is the most important part of the abstract and nothing should compromise its range and quality. The results section should therefore be the longest part of the abstract and should contain as much detail about the findings as the journal word count permits.
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Bratu, Marilena, Cristian Buicabelciu, and Dorothea Caraman. "TEACHERS' PERSPECTIVE ON USING OF NEW PEDAGOGICAL APPROACHES FOR STUDENTS WITH HEARING IMPAIRMENT." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-008.

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This paper aims to present a theoretical and practical analysis of new pedagogical approaches (Self-Directed Learning, Gamification and Augmented Reality) in working with users with special educational needs. These new pedagogical approaches are proposed in the NEWTON European project. NEWTON project, as a part of European Union's Horizon 2020 Research and Innovation programme, is currently developing new pedagogical environments in order to improve the way STEM subjects are taught throughout European schools. NEWTON project include 14 European academic and industry partners. NEWTON emphasizes, among other things, the adaptation of modern methods and technologies to the needs of students with special educational needs, including children with hearing impairments. Using new approaches in education like Augmented Reality or Gamification has been a trending issue in the recent years. However, there is a limited body of research on these approaches for students with special educational needs. In order to analyze the modern pedagogical approaches proposed by NEWTON from the perspective of the activity with the children with hearing impairment, we followed, the following steps: o Description of the main features of the development of children with hearing impairment, because from these result the special requirements in the school activity. o Collecting and analyzing the opinions of teachers working with this category of children regarding the benefits and limitations of modern pedagogical approaches proposed in comparison to classical ones. This included 32 teachers who have experience of working with children with hearing impairment. There were meetings with teachers presenting modern pedagogical approaches and answers to questions. Later, each teacher was asked to fill out a questionnaire with open questions on the benefits and limitations of these methods for learning with children with hearing disabilities.
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Albu, Adriana, Mihaela Vlada, Adina Nechita, and Florin Dima. "FREE TIME AND SOCIAL RELATIONSHIPS IN A GROUP OF STUDENTS FROM TWO HIGH SCHOOLS IN BOTOSANI COUNTY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end014.

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Introduction: it is necessary to assess the way students spend their free time in the final years of high school due to the poor results that have appeared recently in the baccalaureate exams. Methods: the study was carried out using a group of 202 students from the 11th and 12th grades from a National College (117 pupils) and a High School (85 pupils) from the city of Dorohoi, Botosani County. The young people filled in a questionnaire with questions about leisure activities and social relationships. The results were processed using Pearson's chi-squared test. Results and discussions: The time allocated daily for physical activity is mostly 15-30 minutes (23.76%) with significant differences between the two schools (p˂0.05). The time spent watching TV is mostly 0.5-1 hours (35.64%) with insignificant differences between grades (p>0.05). Most students (44.05%) do not sit at the computer, the calculated differences being statistically insignificant (p>0.05). When looking at social relationships we take into account friends, where in the majority of cases (32.4%) students have „one” true friend. This is a usual result because in this period of the adolescent's life the role the group of friends plays decreases, with significant differences between school years (p˂0.05). In their free time, they go out into town, mostly 2-3 evenings per week (28.71%), but there are also 31.68% negative answers. Parents are less concerned about school activity (“never” answers – 34.15%) with significant differences between grades (p˂0.01). Parents are also less concerned with the way their children spend their free time (“never” answers – 34.65%) with significant differences between school years (p˂0.05). Conclusions: there is a series of situations that guide us towards a modest concern for the future, both from students and their parents.
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Ball, Catherine N., Deborah Dahl, Lewis M. Norton, Lynette Hirschman, Carl Weir, and Marcia Linebarger. "Answers and questions." In the workshop. Morristown, NJ, USA: Association for Computational Linguistics, 1989. http://dx.doi.org/10.3115/1075434.1075445.

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Reports on the topic "Children's questions and answers"

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Fenwick, Brad. Answers to Committee Questions. Washington, D.C.: National Academies Press, December 2018. http://dx.doi.org/10.17226/25217_30.

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Author, Not Given. Transportation questions and answers. Office of Scientific and Technical Information (OSTI), January 1989. http://dx.doi.org/10.2172/6132065.

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Malkin, G. S., A. N. Marine, and J. K. Reynolds. FYI on Questions and Answers: Answers to commonly asked "new internet user" questions. RFC Editor, August 1990. http://dx.doi.org/10.17487/rfc1177.

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Malkin, G. S., and A. N. Marine. FYI on Questions and Answers: Answers to commonly asked "new Internet user" questions. RFC Editor, February 1991. http://dx.doi.org/10.17487/rfc1206.

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Malkin, G. S., A. N. Marine, and J. K. Reynolds. FYI on Questions and Answers: Answers to commonly asked "experienced Internet user" questions. RFC Editor, February 1991. http://dx.doi.org/10.17487/rfc1207.

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Malkin, G., and A. Marine. FYI on Questions and Answers Answers to Commonly asked "New Internet User" Questions. RFC Editor, May 1992. http://dx.doi.org/10.17487/rfc1325.

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Marine, A., J. Reynolds, and G. Malkin. FYI on Questions and Answers - Answers to Commonly asked "New Internet User" Questions. RFC Editor, March 1994. http://dx.doi.org/10.17487/rfc1594.

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Plzak, R., A. Wells, and E. Krol. FYI on Questions and Answers - Answers to Commonly Asked "New Internet User" Questions. RFC Editor, August 1999. http://dx.doi.org/10.17487/rfc2664.

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Kramer, Mitch. Personalized Answers to Customers' Questions. Boston, MA: Patricia Seybold Group, April 2014. http://dx.doi.org/10.1571/pr04-24-14cc.

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Brodsky, J., E. Lee, A. Mabe, D. Porcincula, and X. Zhang. MMSS Indepent Review Questions and Answers. Office of Scientific and Technical Information (OSTI), August 2020. http://dx.doi.org/10.2172/1657685.

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