Interrogative Questions Research Articles

A Preliminary Study for Development of the Korean Evaluation Scale for Hearing Handicap

In order to understand and rehabilitate the hearing impaired, we need to evaluate speech perception abilities in various listening situations and estimate the effects of hearing loss in regard to social and psychological aspects. The scale for the hearing handicap can provide such information. The purpose of this study was to provide fundamental information in the development of the Korean evaluation scale for hearing handicap (KESHH). The KESHH consisted of 30 items with 5 subscales. Data were collected from 12 hearing aid users (male: 7 people, female: 5 people). The average age was 54.3 years old (male: 52.7 years old, female: 56.7 years old). The pure tone average of 0.1, 1, 2, 4 kHz was 64.8 dB HL (SD=20.69) in the right ear, and 69.27 dB HL (SD=31.99) in the left ear. All participants completed KESHH questionnaires. The reliability of the KESHH was analyzed by utilizing the Cronbach alpha value. The results of this study are as follows: First, interrogative questions of the items need to be modified into declarative forms. Second, a questionnaire for Type-1 for hearing aid users (HA) and Type-2 for non hearing aid users (NHA) must be separated and need modification in each item. Third, items with low reliability need to be complemented. Fourth, a mode of response should be rearranged appropriately. Conclusively, it is suggested that other variable factors be analyzed for reliability and validity of the items in development and standardization of KESHH. KEY WORDS： Hearing handicap·Hearing impairment·Korean evaluation scale for hearing handicap (KESHH).

Excising Tags: Distinguishing between Interrogative SFPs and Tag Questions in Taiwanese

This paper serves as an investigation into the differences between interrogative sentence-final particles (SFPs) and tag questions (tags) in Taiwanese. What we are concerned with is the discrepancies found among the lists of interrogative SFPs in the literature. To distinguish tags from the interrogative particles (PRTs), a testing procedure is devised based on the proposal for testing negative particles (NEG-PRTs) in Hsieh (2001). We conclude that buē, bē, bo, m, honn, (average)m, ma, nih are interrogative SFPs and hioo, m-me (me), sī-bo, sī-(average)m (sim) and sioh are tag questions. Among the interrogative SFPs, buē, bē, bo, and m are negative-particles which occur under IP, honn, (average)m, ma, and nih are particles which perch higher, under CP. We believe that distinguishing SFPs from tags is the foundation of a solid investigation into SFPs.

Learning Principles and Development of Negation in Child Language

On the development of negation with respect to the answer to negative interrogative questions, I draw attention here to the explanatory adequacy of learning principles in child language acquisition, and present why the Subset Principle does not hold for relevant acquisition data. Choi & Zubin (1985) reported that both Korean children and English speaking children take three developmental stages in the acquisition of negation, regarding the answer to affirmative or negative interrogative questions. Both groups of children step through the same first and second stage of production of full propositional negation but diverge at the third stage, at which Korean children adhere to full propositional negation while English speaking children start to produce core propositional negation. Offering theoretical accounts of the developmental stages, Jang & Kwon (2008) deny the Subset Principle and support Markedness Hypothesis as well as the Growth Theory. In this article, I will point out potential problems of Jang and Kwon’s arguments through reinterpretation of Choi & Zubin’s findings, and argue that the Subset Principle does not hold in this case for a different reason. In addition, with retuning the notion of markedness, I will present different accounts of each of the three developmental stages against the Growth Theory.

Question-answering-technique to support freshman and senior engineers in processes of engineering design

In two experimental studies, the influence of question-based reflection on the quality of design solutions was investigated. Students and experts with different know-how and professional experience had to design an artefact that should meet a list of requirements. Subsequently, they were asked to answer a system of interrogative questions stimulating reflection on the solutions with the opportunity to modify or revise them. These questions cause the participants to explain, justify and evaluate their finished design and, hence, aiming at the semantic relations in systems. In all groups significant improvements of the solutions were obtained whereby the improvements of engineers with a lower work-experience (job beginners) were significantly higher as those with higher experience. The integration of a specific type of questioning behaviour in the design education is discussed.

Using question words or asking yes/no questions: Failure and success in clarifying the intentions of a boy with high‐functioning autism

This paper examined the processes that resulted in an adult failing to comprehend the intentions of a boy with high‐functioning autism. In a dyadic conversation between an adult and a young boy, the adult used questions to elicit clarification of intentions. The boy's responses were examined frame‐by‐frame using videotape microanalysis. Two causes of adult misunderstanding were formulaic use of words that confused the listener and directional gaze away from the listener. Questions that used interrogatives often failed to clarify the intention of the boy and yes/no questions appeared suitable to clarify his intention. However, success or failure to clarify an intention was not based solely on differences in the question format. Differences in question content may also have been relevant. Yes/no questions were mainly used to ask about specific actions. On the other hand, interrogative questions were used to handle cognitive or meta‐cognitive matters.

Heat capacity of solids - by courtesy of the computer

The experiment considered is one that has been at work in the authors' laboratories for several years. One form of it has been described in the American Journal of Physics (Thompson and White 1983). In principle it is the old calorimetric experiment of junior physics days, measuring heat lost against heat gained. About 25 g of liquid nitrogen (LN2) in a polystyrene cup (from the refectory-lagged to prevent water freezing on its outer surface). The Heat Capacity Experiment is designed to provide an interactive environment between the student, his or her experiment and the computer. Software has been written so that the whole event can be orchestrated from the computer keyboard. The procedure is stored in several program overlays: a general purpose program for collecting data from the Ohaus balance and storing it on disc; an analysis package for plotting data, solving linear regression and printing the results; tables of standard data; and interrogative questions. It also includes a versatile data plotting program DATPLOT written by A. Vincent (1985) which will label and scale axes, once chosen, and make a regression fit to the data if necessary.