PREG: Elements of a Model of Question Asking

By José Otero, A. Graesser. 2001

171 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/0ddeb95e6a01b0d43285e2fbe8ff9f09d876759b

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Affect and learning: An exploratory look into the role of affect in learning with AutoTutor (2004, background): “This result would be predicted by constructivism and the principle of cognitive disequilibrium (Mandler, 1984, 1999; Stein & Levine, 1991; Otero & Graesser, 2001; Graesser & Olde, 2003), as well as the model articulated by Kort et al .”
How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review (2010, background): “It can be conjectured that learners might have difficulties in monitoring their understanding (Otero and Graesser 2001) and thus might not know when an instructional explanation could improve their example processing.”
Students' questions: a potential resource for teaching and learning science (2008, methodology): “Models of questionasking, such as the PREG model (PREG is part of the word ‘pregunta’, which means ‘question’ in Spanish) (Graesser & Olde, 2003; Otero & Graesser, 2001) predict that questions are asked when learners experience cognitive disequilibrium.”
How does one know whether a person understands a device? The quality of the questions the person asks when the device breaks down. (2003, methodology): “That is, Otero and Graesser (2001) developed a set of production rules that specify the categories of questions that are asked under particular conditions (i.e., content features of text and knowledge states of individuals).”
The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support (2015, background): “…to a particular learner, they are more likely to contribute to a deep understanding, because then they facilitate the construction of a coherent mental representation of the information conveyed (a so-called situation model; see, e.g., Otero and Graesser 2001)’’ (Wittwer et al. 2010, p. 74).”
When Are Tutorial Dialogues More Effective Than Reading? (2007, background): “However, students rarely asked questions as is the case in most learning environments (Graesser & Olde, 2003; Otero & Graesser, 2001), so the question answering facility probably had little impact.”