Explainee moves
Acknowledgment responses
An interactive but non-constructive type of response might be mere acknowledgment type of comments, such as continuers “o.k.” or “uh-huh”; it may also include head nods, gestures, and eye gazes. That is, a student can be responsive in the sense of attentive eye gaze and appropriate turn taking (with comments such as “o.k.”) and yet be non-interactive in terms of the content of what the tutor says.
Assertion question
An Assertion question is formed according to the following abstract specification: "The speaker makes a statement indicating he lacks knowledge or does not understand an idea". An example of Assertion question would be: "I don't understand main effects.
Causal consequence question
A Causal consequence question requires a long answer. Causal consequence questions are formed according to the following abstract specification: "What are the consequences of an event or state?". An example of Causal consequence question would be: "What happens when this level decreases?"
Causal antecedent question
A Causal antecedent question requires a long answer. Causal antecedent questions are formed according to the following abstract specification: "What state or event causally led to an event or state?". An example of causal antecedent question would be: "How did this experiment fail?"
Comparison question
A Comparison question requires a long answer. Comparison questions are formed according to the following abstract specification: "How is X similar to Y? How is X different from F?". An example of Comparison question would be: "What is the difference between a t test and an F test?" \parencite{graesser1994question}
Concept completion question
A concept completion question is a type of short answer question. concept completion questions are formed according to the following abstract specification: "Who? What? What is the referent of a noun argument slot?". An example of concept completion question would be as follows: "Who ran this experiment?" \parencite{graesser1994question}
Deep follow-up
a deep follow-up, which is an elaborative inference that extends what the tutor said \parencite{CHI2001471}. Examples of shallow follow-ups and deep follow-ups are as follows:
Text sentence #1: Human life depends on the distribution of oxygen, hormones, and nutrients to cells in all parts of the body and on the removal of carbon dioxide and other wastes. -Tutor: “Basically, what we are talking about is the circulatory system is an exchange of materials.” -Student: (shallow follow-up) “You take out the waste and you put in the nutrients.”
Text sentence #16: Each of the valves consists of flaps of tissue that open as blood is pumped out of the ventricles. -Tutor: “OK. So opening and closing, what would that do?” -Student: (shallow follow-up) “It would allow the blood to enter like from the atrium without it falling straight through.”
Text sentence #16: Each of the valves consists of flaps of tissue that open as blood is pumped out of the ventricles. -Tutor:“blood actually flows out through there.” -Student:(deep follow-up) “This contracts like a balloon and forces this venous blood up here.”
Text sentence #43: At first the molecules of sugar are more concentrated in and around the sugar cube and less concentrated in the water farther from the cube. -Tutor:“This cube of sugar is disintegrating, breaking apart, expanding into all spaces . . .” -Student:(deep follow-up) “Until, until equilibrium is accomplished.”
Definition question
A Definition question requires a long answer. Definition questions are formed according to the following abstract specification: "What does X mean?"
Example: -"What is a t test?"
Example:
Explainer: ['So have you ever heard of something called a black hole?']
Explainee: ['What is a black hole?'] ----> Definition question
Explainer: ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']
Explainee: ['No, not at all.']
Disjunctive question
A Disjunctive question requires a short answer. Disjunctive questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?Is X or Y the case? Is X,Y,or Z the case?". \parencite{graesser1994question}
Example: -"Is gender or female the variable?"
Enablement question
An Enablement question requires a long answer. Enablement questions are formed according to the following abstract specification: "What object or resource allows an agent to perform an action?". An example of Enablement question would be: "What device allows you to measure stress?" \parencite{graesser1994question}
Example question
A Example question requires a long answer. Example questions are formed according to the following abstract specification: "What is an example label or instance of the category?". An example of Example question would be: "What is an example of a factorial design?" \parencite{graesser1994question}
Expectational question
An Expectational question requires a long answer. Expectational questions are formed according to the following abstract specification: "Why did some expected event not occur?". An example of Expectational question would be: "Why isn't there an interaction?"
Here is an example from "Explain me like I'm five" where the explainee makes a move by putting forward an expectational question:
- Topic: The Turkish lira has been falling in value for some time now. Arguably it was overvalued before, as the country has been importing more than it exports for a couple of decades.
- Explainer: The link between interest rates and inflation is a bit more complex than that. Higher interest rates Info request bring in foreign investment (or causes local investment to switch from foreign back to local) but if you fail to turn that new investment into additional GDP it will cause further inflation and where the Turkish economy currently is this could lead to hyperinflation - which they're not at yet. So arguably although the interest rate cut has caused significant drop in the value of the Lira it could be much better than having increased interest rates.
- Explainee:Why hasn't near 0% interest done this to the USD? ---> Expectational Question
- Explainer: As one of the other replies says, the relationship between inflation, interest rates and currency value is rather more complex than what I explained in my post. Inflation in the US has been low. Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.
Feature specification question
A Feature specification question requires a short answer. Feature specification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have?". An example of feature specification question would be: "What are the properties of a bar graph?" \parencite{graesser1994question}
Goal orientation question
A Goal orientation question requires a long answer. Goal orientation questions are formed according to the following abstract specification: "What are the. motives or goals behind an agent's action?". An example of goal orientation question would be: "Why did you put decision latency on the y-axis?" \parencite{graesser1994question}
Instrumental/procedural question
An Instrumental/procedural question requires a long answer. Instrumental/procedural questions are formed according to the following abstract specification: "What instrument or plan allows an agent to accomplish a goal?". An example of Instrumental/procedural question would be: "How do you present the stimulus on each trial?"
- Explainee: ['So how do you do your observations in optical and infrared?'] ---> Instrumental/procedural question
- Explainer: ["So fortunately there's, I'm also doing it", 'from space with the Spitzer Space Telescope, so particularly', 'in the infrared, and my main interest has been to try and', 'study the environment around the super massive black holes,', 'not as close as where the X-rays are coming from,', "but clearly there's something from the X-ray corona", 'that illuminates the rest of the accretion disk,', "and the dust that's further out.", "And so fundamentally, that's one of the key things", "that I'm trying to use, is trying to see how long,", "once you've got this sort of pulse", "that's generated close to the black hole,", 'it propagates out, and so you can use optical wavelengths', 'to see that the accretion disk lights up', 'in the optical a little bit as it gets heated up', 'from the X-ray, and then later on,', 'the infrared dust, the dust absorbs it,', 'and emits it in the infrared.', 'And so that, I love that, the ability', 'to exchange time for resolution,', 'because these structures are so far away', "that we're never gonna get a telescope big enough", 'where that has the resolution to see the accretion disk,', 'or the dust distribution around--']
- Explainee: ['So do you get dimensions of the disk out of that?']
- Explainer: ["Yeah, again, we don't know exactly where X, Y, Z,", "zero is, we're assuming that it's something,", 'you know, the X-rays that are coming out are very close', 'to the event horizon of the black hole,', 'but this is still, you know, your realm of X-rays,', 'to really figure out those kinds of things.', 'But once the X-rays, once the photons hit the corona,', 'and are re-scattered, and up, energized,', 'and then they start illuminating the accretion disk,', 'it heats it up, and so just by the light travel time,', 'when the optical, if it gets, you know,', 'brighter and fainter, and then the infrared gets brighter', 'and fainter, two weeks later,', 'then the dust is two light weeks away from that.', "So it's a one dimensional one, so we're averaging,", "so we don't get the two dimensional,", 'or even three dimensional one.', "And then we've done it now, of course,", 'we have better telescopes, there was a project', 'where you could do it with the Hubble Space Telescope', 'and the ultraviolet, you used the Swift Observatory,', 'which had optical and ultraviolet,', 'and then from ground base, we did optical,', 'and then from space we did it', 'with Spitzer and the infrared.', 'So you could actually see this bright flash go off', 'in a nearby AGN called NGC5548,', 'and then you see it propagate as it warms up the disk,', 'as all that light is falling onto it,', 'and then eventually you hit the,', 'the, further away, where the dust is,', 'and the dust tends to radiate in an infrared.', 'So we got basically a structure,', 'and you just, you see this flashbulb go off,', 'and then it illuminates, effectively, the structure.']
Interpretation question
An Interpretation question requires a long answer. Interpretation questions are formed according to the following abstract specification: "What concept or claim can be inferred from a static or active pattern of data?". An example of interpretation question would be: "What is happening in this graph?" \parencite{graesser1994question}
irrelevant substantive response
Irrelevant responses are those that are not responsive to the Tutor’s comments but are nonetheless substantive \parencite{chi2008observing}. The underlined example below is an example of an irrelevant but substantive response:
-Tutor: It seems reasonable? -Tutee: That the Earth is accelerating. -Tutor: Because of these masses. -Tutee: [tutee laughs] No. Those are some pretty big masses.
Judgmental question
A Judgmental question requires a long answer. Judgmental questions are formed according to the following abstract specification: "What value does the answerer place on an idea or advice?". An example of Judgmental question would be: "What do you think of this operational definition?" \parencite{graesser1994question}
non-substantive-segment
A nonsubstantive segment is defined as a continuer, a repetition, an agreement, or off-task remarks \parencite{chi2008observing}. For example, to the Tutor explanation shown below the Tutee has responded with “alright,” which would be coded as a nonsubstantive response:
-Tutor: See this equation is true for constant acceleration.
Now the acceleration is constant here.
Forces are not changing on the weight so the acceleration is constant.
-Tutee: alright.
no-response
a non-constructive and non-interactive type of responses would be ones whereby the students either ignore the tutors’ comments or simply give no responses \parencite{chi2008observing}.
off-task remark
off-task referring to learners' behaviour/remark, where they lose focus on a relevant activity (usually set by the teacher) and engage in irrelevant action or conversation \parencite{chi2008observing}
Quantification question
A Quantification question requires a short answer. Quantification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have?What is the value of a quantitative variable? How many?". An example of Quantification question would be: "How many degrees of freedom are on this variable?" \parencite{graesser1994question}
relevant substantive response
Substantive segments can be further divided into those that are relevant or irrelevant. Relevant substantive segments are those that are responsive to the Tutor’s comments in the sense of building on or following up to the Tutor’s comments. The following underlined segment would be an example of a relevant substantive response \parencite{chi2008observing}:
-Tutor: If I push it, it’s, velocity becomes some—something. -Tutee: Mm hmm. [tutee nods yes] -Tutor: So from zero to something, there is a change. -Tutee: Ok, so yeah.// It wouldn’t be a constant.
Request clarification
A move which applies when some of the input has been understood\parencite{karagjosova2005dialogue}. It has basically the form of questions, but can be also an imperative i.e., it can be an action directive
Examples: -What do you mean by F (F a formula)? -What should the x represent? -What does that mean? -Is that the answer to my question or a new attempt at a solution? -Please explain your step more precisely!
Self-initiated responses
a constructive but non-interactive type of response would be self-initiated ones whereby the students are not following up to the tutors’ comments. Instead, the students ignore what the tutors say (in terms of the content), and initiate a response on their own (such as self-explaining), initiate a new topic of discussion, or simply read\parencite{CHI2001471}.
shallow follow-up
a shallow follow-up is an elaborative paraphrase of what the tutor said\parencite{CHI2001471}. Please refer to deep follow-up section in order to see and example of shallow follow-up.
Signal understanding
An utterance which signals understanding. Any utterance that does not explicitly signal non-understanding implicitly indicates understanding \parencite{karagjosova2005dialogue}.
Signal partial understanding
An utterance which signals partial understanding.
- Explainer:["We're gonna talk about some science.", 'Do you like science?']
- Explainee: ['Yes, a lot.']
- Explainer: ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
- Explainee: ['Yeah, kind of.'] ---> Signal Partial Understanding
Signal non-understanding
An utterance that signals that the speaker has not understood the previous utterance, i.e., did not hear it or could not make sense of it. Instances for that move are “I don’t understand” and variants like “What did you say?”. \parencite{karagjosova2005dialogue}
Substantive segment
A substantive segment is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations \parencite{chi2008observing}. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one:
-Tutor: See this equation is true for constant acceleration.
Now the acceleration is constant here.
Forces are not changing on the weight so the acceleration is constant.
-Tutee: The initial velocity is zero then.
Verification question
A verification question requires the answer “yes” or “no”. Verification questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?". An example of verification question would be as follows: "Is the answer 5?" \parencite{graesser1994question}