Skilled Interpersonal Communication Research, Theory and Practice- Hargie, Owen.  Finding out about others: the skill of questioning.

A main aim of the chapter was to explore in-depth the qualities, purposes and potentials of questioning, but also explains that with the correct techniques, questioning can be of great assistance within the ability to learn, grow and build upon knowledge. This therefore enables both the teacher and learner to immerse themselves fully within the subject matter; perhaps in the form of challenging difference approaches or requesting information.

A key theme within the chapter is the psychology of asking and answering questions. An example of this is found on page 138 when explaining the ‘acquiescence effect’ which is supported by evidence; ‘the Moses illusion’ (Erikson and Mattison 1981). The chapter is laced with the theme of the psychology behind asking and answering questions without explicitly stating it. Another example is found on page 140 with the ‘effects of leading questions on children’ -supported by the child abuse scandals during the 1990’s- in which questions were asked in such a way where the children’s answers could be easily manipulated and perceived to an extent where it disproved the abuse accusations.

Another theme within the text is how questioning is imperative for an enriched and fulfilled learning experience. The chapter is constantly reinforcing the idea that there is a link between questions and learning within the classroom; for example, in the text, Dillon (1982)’s research shows that teachers ask approximately two questions a minute, whereas students may only ask two questions an hour. The chapter then goes on to explain what may be hampering the students desire to ask questions.

The chapter claims that there is a reason behind student’s inability to ask questions within the classroom and that reason is the anxiety of a negative reaction from the other students. This is then supported from evidence by a number of different studies such as Daly et al (1994) discovering a negative correlation between question asking and ages in pupils and another study also conducted by Daly that found certain groups of individuals that were more likely to ask questions than others; these groups included people within high-income bracket and males.

Hargie also argues the importance of parental involvement within a child’s ability to ask questions- he argues that parents should take the time out to answer any questions their child may have as the response is viewed as a reward by the child.

I agree with the majority of arguments, theories and claims within chapter 5. Something that came to my attention was the section on ‘the effects of leading questions upon children’ as I am a strong believer that people, especially children should be made more aware and educated on leading questions and how to spot a leading question. However, what I did disagree within this section is that I believe although children are more susceptible to ‘falling into the trap’ of a leading question, I believe adults are too, especially those that are considered less educated. Leading questions may be dangerous; shaping the media and journalism but may also be present within courtrooms- potentially ruining lives through the subtle manipulation of responses.