A Comparison of Children's Question Asking Ability in Norway, West Germany, and the United States

Abstract

Question asking is a vital part of a child's intellectual development. But does a child's initiative in this area depend in any way upon sex or cultural background, and to what extent does schooling, or grade level, enhance intellectual curiosity? A study into these factors involving American, Norwegian and West German children has just been completed under the auspices of the San Diego State University, and this article summarises the findings.