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Thesis (Ph. D.)--University of Wisconsin--Madison, 1982. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 110-115).

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Conversation analysis (CA) was used to examine descriptions of pain, the design of questions and answers, and patterns of elaboration. I analysed audio- and video-recorded consultations involving six physicians and one patient in a supportive/palliative care clinic. The physicians enquired about a diversity of aspects of pain (e.g., severity). The patient’s answers aligned with questions indicating that his pain was stable (i.e., no change, no new pain, managed pain), which was consistent with the Clinic’s optimal health outcomes. Questions designed for a ‘no-pain’ answer were relatively infrequent. Whether or not these questions were problematic for the patient depended on when they were asked. The physicians used both single- and multi-unit questioning turns and an assortment of question types (i.e., yes/no interrogatives, yes/no declaratives, alternative questions and WH-questions). The questions were analyzed using four dimensions of question design (agenda, presuppositions, preferences and epistemic stance). While the patient accepted the topic agenda of aspects of pain, he rejected the topic agenda of pain management evaluation. He also rejected presuppositions that implied disease progression. Analysis of the action agenda showed that the physicians relied heavily on yes/no-type polar questions. Some of these encouraged elaboration (e.g., were problem attentive); however, a number of them discouraged elaboration (e.g., were optimized or included a negative polarity item such as any). Some questions that discouraged elaboration allowed the physicians to progress efficiently through a checklist of standardized questions, thus aiding in the progressivity of the talk. Change-implicative talk was pervasive in the physicians’ and patient’s talk; the patient’s answers often rejected the implication that his pain was worse. The characterization of the consultations as “difficult” by some of the physicians is considered in relation to the design of questions that elicited minimal information about the patient’s pain. Study limitations (e.g., the data sample) and directions for future research (e.g., on what constitutes an optimal health outcome) are discussed, and my findings are considered in relation to palliative care practice and training. The study fills some gaps in current palliative care literature regarding the dynamics of physician-patient interactions and contributes to the CA literature on medical interactions.

This study investigated the effects of different types of questions on discourse comprehension. In addition, it examined performance on questions and its influence on comprehension. Within a theoretical framework of discourse processing, the research focused on question type, passage structure, and individual differences in comprehension. Comprehension was measured by analyzing propositions recalled and inferred during free recall. Performance on questions was measured by analyzing answers for the presence of particular types of inferences. Third grade children read selected fictional passages, answered questions about them, and recalled them. Results revealed that the effects of questions on comprehension are complex, interacting with passage structure, reading level, and response type. Findings also indicated that questions influence the selective processing of propositional information in text. Question-answering performance was found to reflect an interaction between question type and passage structure. Furthermore, ability to generate the appropriate inferences in responding to questions facilitated text comprehension. / Cette étude porte sur les effets de différents types de question sur la compréhension du discours. Elle examine la performance par rapport aux questions et son influence sur la compréhension. Dans un cadre théorique de traitement du discours, la recherche est axée sur la type de question, la structure de texte et les différences individuelles en compréhension. La compréhension a été mesurée par l’analyse des propositions rappelées et inférées durant le rappel libre. La performance par rapport aux questions a été mesurée par l’analyse des réponses faite en fonction de la présence de types particuliers d’inférence. Des enfants de troisième année ont lu certains passages de fiction, ont répondu à des questions sur ces passages et les ont rappelés. Les résultats révèlent que les effets des questions sur la compréhension sont complexes et interagissent avec la structure du passage, le niveau de lecture et le type de réponse. Les résultats indiquent aussi que les questions influencent le traitement sélectif de l’information propositionnelle dans le texte. La performance par rapport aux questions démontre une interaction entre le type de question et la structure du passage. De plus l’habilité à faire les inférences appropriées en répondant aux questions facilite la compréhension du texte.

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Este trabalho narra o desenvolvimento e aplicação de uma estratégia que envolve um “jogo de perguntas e respostas” para introduzir um tema da Física, o estudo da Mecânica, de forma diferenciada e mais atraente para os alunos. A proposta foi aplicada a uma turma de segundo ano do Ensino Médio de uma escola particular de Porto Alegre, RS, em horário regular de aulas. O jogo nasceu da necessidade de criar nos alunos uma vontade, uma predisposição para buscar o conhecimento e transformar sua forma de pensar a Física, alinhada à Teoria da Aprendizagem Significativa de David Ausubel, que nos serviu de referencial teórico. Os textos de apoio, as leituras dos artigos, assim como a formulação das perguntas e respostas foram pensados com o objetivo de criar subsunçores mínimos para que os estudantes possam dar os passos iniciais em busca do novo conhecimento. Em relação à Dinâmica, é muito comum que os alunos pensem de forma bastante intuitiva, o que nem sempre está de acordo com o conhecimento científico hoje aceito. Quando falamos em forças, por exemplo, o senso comum está muito enraizado e é difícil de ser alterado, ou seja, é complexo promover a mudança conceitual nos jovens aprendizes. É neste ponto que entra em cena o papel do jogo, que aqui foi utilizado como problematização visando criar um ambiente de necessidade de busca de novos conhecimentos para enfrentar situações e responder questões. Com a aquisição dos subsunçores, conforme propõe Ausubel, e durante o jogo, o estudante começa a se interessar pelo conhecimento científico, a pesquisar e a estudar, individualmente e em grupo, não apenas por curiosidade, mas movido também pela competição no jogo, tomada nesta dinâmica como algo saudável. Os resultados foram positivos, mostraram que as discussões com o grupo a fim de encontrar os melhores caminhos para vencer o jogo foram importantes para o crescimento social e intelectual, que o jogo teve um papel relevante na facilitação da aprendizagem de forma dinâmica, divertida e com significado para os estudantes. / This work chronicles the construction procedures and application of a "question and answer game" to introduce the study of mechanics in a different and more attractive way. It was applied in a second class of the high school of a private school from Porto Alegre, RS. The game came from the need to create in students a willingness, a predisposition to seek knowledge and transform their ways of thinking about physics. together with the Theory of Meaningful Learning from David Ausubel that had guided us. The handouts, readings of articles, as well as the formulation of the questions and answers were thought in order to create minimum bases for students to take the initial steps in searching for new knowledge. Regarding the dynamics, it is very common for students to think in a very intuitive way, which is not always aligned with the scientific knowledge now accepted. When we speak of forces, for example, the common sense is very deep-rooted and it is difficult to change the thinking of young apprentices. This is where comes the role of the game, which was used here as questioning aimed at creating a need for new knowledge environment to face situations and answer certain questions. With the acquisition of a minimum base, as proposed by the Theory of Meaningful Learning from Ausubel, and during the game, the student begins to take an interest in scientific knowledge, research and study alone and in group, not out of curiosity but also moved by the competition in the game, taken here as something healthy. The results were positive, they had shown that the discussions with the group in order to find the best ways to win the game were important to social and intellectual growth and that it had an important and relevant role in making the learning process in a fun and dynamic way, meaningful for the students.

Este trabalho narra o desenvolvimento e aplicação de uma estratégia que envolve um “jogo de perguntas e respostas” para introduzir um tema da Física, o estudo da Mecânica, de forma diferenciada e mais atraente para os alunos. A proposta foi aplicada a uma turma de segundo ano do Ensino Médio de uma escola particular de Porto Alegre, RS, em horário regular de aulas. O jogo nasceu da necessidade de criar nos alunos uma vontade, uma predisposição para buscar o conhecimento e transformar sua forma de pensar a Física, alinhada à Teoria da Aprendizagem Significativa de David Ausubel, que nos serviu de referencial teórico. Os textos de apoio, as leituras dos artigos, assim como a formulação das perguntas e respostas foram pensados com o objetivo de criar subsunçores mínimos para que os estudantes possam dar os passos iniciais em busca do novo conhecimento. Em relação à Dinâmica, é muito comum que os alunos pensem de forma bastante intuitiva, o que nem sempre está de acordo com o conhecimento científico hoje aceito. Quando falamos em forças, por exemplo, o senso comum está muito enraizado e é difícil de ser alterado, ou seja, é complexo promover a mudança conceitual nos jovens aprendizes. É neste ponto que entra em cena o papel do jogo, que aqui foi utilizado como problematização visando criar um ambiente de necessidade de busca de novos conhecimentos para enfrentar situações e responder questões. Com a aquisição dos subsunçores, conforme propõe Ausubel, e durante o jogo, o estudante começa a se interessar pelo conhecimento científico, a pesquisar e a estudar, individualmente e em grupo, não apenas por curiosidade, mas movido também pela competição no jogo, tomada nesta dinâmica como algo saudável. Os resultados foram positivos, mostraram que as discussões com o grupo a fim de encontrar os melhores caminhos para vencer o jogo foram importantes para o crescimento social e intelectual, que o jogo teve um papel relevante na facilitação da aprendizagem de forma dinâmica, divertida e com significado para os estudantes. / This work chronicles the construction procedures and application of a "question and answer game" to introduce the study of mechanics in a different and more attractive way. It was applied in a second class of the high school of a private school from Porto Alegre, RS. The game came from the need to create in students a willingness, a predisposition to seek knowledge and transform their ways of thinking about physics. together with the Theory of Meaningful Learning from David Ausubel that had guided us. The handouts, readings of articles, as well as the formulation of the questions and answers were thought in order to create minimum bases for students to take the initial steps in searching for new knowledge. Regarding the dynamics, it is very common for students to think in a very intuitive way, which is not always aligned with the scientific knowledge now accepted. When we speak of forces, for example, the common sense is very deep-rooted and it is difficult to change the thinking of young apprentices. This is where comes the role of the game, which was used here as questioning aimed at creating a need for new knowledge environment to face situations and answer certain questions. With the acquisition of a minimum base, as proposed by the Theory of Meaningful Learning from Ausubel, and during the game, the student begins to take an interest in scientific knowledge, research and study alone and in group, not out of curiosity but also moved by the competition in the game, taken here as something healthy. The results were positive, they had shown that the discussions with the group in order to find the best ways to win the game were important to social and intellectual growth and that it had an important and relevant role in making the learning process in a fun and dynamic way, meaningful for the students.