Table of Contents

1. Questions about questions: framing the key issues Lucas Payne Butler, Samuel Ronfard and Kathleen H. Corriveau; 2. Questions in development Peter Carruthers; 3. The point, the shrug, and the question of clarification Paul L. Harris; 4. The quest for comprehension and learning: children's questions drive both Henry M. Wellman; 5. Children's question-asking across cultural communities Maureen Callanan, Graciela Solis, Claudia Castañeda and Jennifer Jipson; 6. The development of information-requesting gestures in infancy and their role in shaping learning outcomes Kelsey Lucca; 7. Developmental changes in question asking Angela Jones, Nora Swaboda and Azzurra Ruggeri; 8. Understanding developmental and individual differences in the process of inquiry during the preschool years Candice M. Mills and Kaitlin R. Sands; 9. 'Why are there big squares and little squares?' How questions reveal children's understanding of a domain Dave Neale, Caroline Morano, Brian N. Verdine, Roberta Michnick Golinkoff and Kathy Hirsh-Pasek; 10. Children's questions in social and cultural perspective Mary Gauvain and Robert L. Munroe; 11. Mothers' use of questions and children's learning and language development Imac Maria Zambrana, Tone Kristine Hermansen and Meredith L. Rowe; 12. Teaching and learning by questioning Deanna Kuhn, Anahid S. Modrek and William A. Sandoval; 13. Asking 'why?' and 'what if?' The influence of questions on children's inferences Caren M. Walker and Angela Nyhout; 14. What makes a good question? Towards an epistemic classification Jonathan Osborne and Emily Reigh; 15. The questioning child: a path forward Samuel Ronfard, Lucas Payne Butler and Kathleen H. Corriveau.

Promotional Information

Explores how question-asking develops, how it can be nurtured, and how it helps children learn.

About the Author

Lucas Payne Butler is Assistant Professor of Human Development at the University of Maryland, College Park. His work focuses on how children leverage their understanding of the social world in order to guide learning from evidence, and how children learn to evaluate others' empirical claims. Samuel Ronfard is Assistant Professor of Psychology at the University of Toronto. His work explores how children learn about, come to believe in, and come to understand ideas and concepts that defy their everyday experiences and their intuitive theories about how the world works. Kathleen H. Corriveau is Associate Professor of Applied Human Development at Boston University, and Director of the Social Learning Lab. Her research focuses on social and cognitive development in childhood, with a specific focus on how children decide what people and what information are trustworthy sources.

Reviews

'… The collaborative spirit of the book is demonstrated through an integrative approach, as the editors deftly point out connecting themes and responses to these questions across the contributed articles. Drawing from diverse research traditions in contemporary psychology, the volume foregrounds, among other aspects of learning and teaching, the differences between questions as posed by the teacher and by children. The collection concludes with a summary of areas expected to be fruitful for further psychological research.' T. R. Glander, Choice