The main aim of this chapter is to identify the varying types of questions that can be asked in any given situation. This chapter further discusses each type of question with reference to examples and emphasises that answers can be impacted by the wording and type of question asked. Within this chapter, Hargie (2011) largely uses evidence in order to back up any claims made. A key example of this is in the section on pausing when Hargie (2011) is discussing the importance of pausing after asking a question as this implies that the respondent is expected to provide an answer. In addition to this, Hargie claims that pausing after a respondent provides an answer encourages the respondent to continue talking. The idea of the importance of pausing is backed up using findings from studies carried out by Rowe (1969, 1974a, 1974b) which showed that teachers who increased their average pause time after pupil responses were provided with longer responses. Rowe (1969, 1974a, 1974b) also found that pausing plays a vital part in encouraging pupils who tend not to say much to start talking and produce novel ideas. Within this chapter, I found the argument from Hayashi (2009) interesting when he states that answering a question doesn’t necessary just involve providing information the questioner wants to receive as the respondent has a variety of ways in which to answer in order to display their stance, both preferred and dis-preferred (Raymond, 2003). This emphasises the wide nature and scope of questioning. Within this chapter, I disagree with the inappropriate interviewing techniques such as leading questions used during child abuse scandals, in particular the ‘Orkney Satanic Abuse’. This is because the use of leading questions can lead to frustration in children, which in turn can lead to them hiding information required. Also, taking into account what the children may have experienced, this will make it very hard for children to trust anyone around them, which isn’t taking into accounting when being bombarded with constant questions.

References

Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5th ed. London: Routledge.