Closed-ended question

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A closed-ended question refers to any question for which a researcher provides research participants with options from which to choose a response. [1] Closed-ended questions are sometimes phrased as a statement which requires a response.

Contents

A closed-ended question contrasts with an open-ended question, which cannot easily be answered with specific information.

Examples

Examples of closed-ended questions which may elicit a "yes" or "no" response include:

Similarly, variants of the above closed-ended questions which possess specific responses are:

At the same time, there are closed-ended questions which are sometimes impossible to answer correctly with a yes or no without confusion, for example: "Have you stopped taking heroin?" (if you never took it) or "Who told you to take heroin?"; see "loaded question".

A study by the University of Cincinnati found 20 to 40 percent of Americans will provide an opinion when they do not have one because of social pressure, using context clues to select an answer they believe will please the questioner. A classic example of this phenomenon was the 1947 study of the fictional Metallic Metals Act. [2]

Alternative formulations

There are alternative names for the same concept. There is an entry in "A Dictionary of Psychology - Oxford Reference [3] " for "closed question" for the concept described here. Statistics for search queries [4] show "closed question" is coming more often than "close ended question" and "closed-ended question". Statistics from "ngram [5] " show "closed question" is twice more frequent than "closed-ended question" in books.

In education

Some in the field of education argue that closed-ended questions are broadly speaking "bad" questions. They are questions that are often asked to obtain a specific answer and are therefore good for testing knowledge. It is often argued that open-ended questions (i.e. questions that elicit more than a yes/no answers) are preferable because they open up discussion and enquiry.

Peter Worley argues that this is a false assumption. This is based on Worley's central arguments that there are two different kinds of open and closed questions: grammatical and conceptual. He argues that educational practitioners should be aiming for questions that are "grammatically closed, but conceptually open". [6] For example, in standard parlance, "Is it ever right to lie?" would be regarded as a closed question: it elicits a yes–no response. Significantly, however, it is conceptually open. Any initial yes–no answer to it can be "opened up" by the questioner ("Why do you think that?", "Could there be an instance where that's not the case?"), inviting elaboration and enquiry.

This grammatically closed but cognitively open style of questioning, Worley argues, "gives [educators] the best of both worlds: the focus and specificity of a closed question (this, after all, is why teachers use them) and the inviting, elaborating character of an open question". [7] Closed questions, simply require "opening up" strategies to ensure that conceptually open questions can fulfil their educational potential.

Worley's structural and semantic distinction between open and closed questions is integral to his pedagogical invention "Open Questioning Mindset" (OQM). OQM refers to the development, in educators, of an open attitude towards the process of learning and the questioning at the heart of that process. It is a mind-set that is applicable to all subject areas and all pedagogical environments. Teachers who develop an Open Questioning Mindset listen openly for the cognitive content of students' contributions and looks for ways to use what is given for learning opportunities, whether right, wrong, relevant or apparently irrelevant. OQM encourages a style of pedagogy that values genuine enquiry in the classroom. It provides teachers with the tools to move beyond what Worley calls "guess what's in my head" teaching, that relies on closed and leading questions. [8]

See also

Related Research Articles

A leading question is a question that suggests a particular answer and contains information the examiner is looking to have confirmed. The use of leading questions in court to elicit testimony is restricted in order to reduce the ability of the examiner to direct or influence the evidence presented. Depending on the circumstances, leading questions can be objectionable or proper.

A loaded question is a form of complex question that contains a controversial assumption.

In classical rhetoric and logic, begging the question or assuming the conclusion is an informal fallacy that occurs when an argument's premises assume the truth of the conclusion. Historically, begging the question refers to a fault in a dialectical argument in which the speaker assumes some premise that has not been demonstrated to be true. In modern usage, it has come to refer to an argument in which the premises assume the conclusion without supporting it. This makes it more or less synonymous with circular reasoning.

<span class="mw-page-title-main">Socratic method</span> Type of cooperative argumentative dialogue

The Socratic method is a form of argumentative dialogue between individuals, based on asking and answering questions.

<span class="mw-page-title-main">Question</span> Request for information

A question is an utterance which serves as a request for information. Questions are sometimes distinguished from interrogatives, which are the grammatical forms typically used to express them. Rhetorical questions, for instance, are interrogative in form but may not be considered bona fide questions, as they are not expected to be answered.

Twenty questions is a spoken parlor game which encourages deductive reasoning and creativity. It originated in the United States and was played widely in the 19th century. It escalated in popularity during the late 1940s, when it became the format for a successful weekly radio quiz program.

A complex question, trick question, multiple question, fallacy of presupposition, or plurium interrogationum is a question that has a complex presupposition. The presupposition is a proposition that is presumed to be acceptable to the respondent when the question is asked. The respondent becomes committed to this proposition when they give any direct answer. When a presupposition includes an admission of wrongdoing, it is called a "loaded question" and is a form of entrapment in legal trials or debates. The presupposition is called "complex" if it is a conjunctive proposition, a disjunctive proposition, or a conditional proposition. It could also be another type of proposition that contains some logical connective in a way that makes it have several parts that are component propositions.

Philosophy for Children, sometimes abbreviated to P4C, is a movement that aims to teach reasoning and argumentative skills to children. There are also related methods sometimes called "Philosophy for Young People" or "Philosophy for Kids". Often the hope is that this will be a key influential move towards a more democratic form of democracy. However, there is also a long tradition within higher education of developing alternative methods for teaching philosophy both in schools and colleges.

A tag question is a construction in which an interrogative element is added to a declarative or an imperative clause. The resulting speech act comprises an assertion paired with a request for confirmation. For instance, the English tag question "You're John, aren't you?" consists of the declarative clause "You're John" and the interrogative tag "aren't you?"

<span class="mw-page-title-main">Questionnaire</span> Series of questions for gathering information

A questionnaire is a research instrument that consists of a set of questions for the purpose of gathering information from respondents through survey or statistical study. A research questionnaire is typically a mix of close-ended questions and open-ended questions. Open-ended, long-term questions offer the respondent the ability to elaborate on their thoughts. The Research questionnaire was developed by the Statistical Society of London in 1838.

An interrogative clause is a clause whose form is typically associated with question-like meanings. For instance, the English sentence "Is Hannah sick?" has interrogative syntax which distinguishes it from its declarative counterpart "Hannah is sick". Also, the additional question mark closing the statement assures that the reader is informed of the interrogative mood. Interrogative clauses may sometimes be embedded within a phrase, for example: "Paul knows who is sick", where the interrogative clause "who is sick" serves as complement of the embedding verb "know".

In the American legal system, argumentative is an evidentiary objection raised in response to a question which prompts a witness to draw inferences from facts of the case.

A double-barreled question is an informal fallacy. It is committed when someone asks a question that touches upon more than one issue, yet allows only for one answer. This may result in inaccuracies in the attitudes being measured for the question, as the respondent can answer only one of the two questions, and cannot indicate which one is being answered.

In ethics, evasion is an act that deceives by stating a true statement that is irrelevant or leads to a false conclusion. For instance, a man knows that another man is in a room in the building because he heard him, but in answer to a question, says "I have not seen him", thereby avoiding lying and also avoiding making a revelation.

Bronston v. United States, 409 U.S. 352 (1973), is a seminal United States Supreme Court decision strictly construing the federal perjury statute. Chief Justice Warren Burger wrote for a unanimous Court that responses to questions made under oath that relayed truthful information in and of themselves but were intended to mislead or evade the examiner could not be prosecuted. Instead, the criminal-justice system had to rely on more carefully worded follow-up questions.

An open-ended question is a question that cannot be answered with a "yes" or "no" response, or with a static response. Open-ended questions are phrased as a statement which requires a longer answer. They can be compared to closed questions which demand a “yes”/“no” or short answer.

Yes and no, or similar word pairs, are expressions of the affirmative and the negative, respectively, in several languages, including English. Some languages make a distinction between answers to affirmative versus negative questions and may have three-form or four-form systems. English originally used a four-form system up to and including Early Middle English. Modern English uses a two-form system consisting of yes and no. It exists in many facets of communication, such as: eye blink communication, head movements, Morse code, and sign language. Some languages, such as Latin, do not have yes-no word systems.

In linguistics, a yes–no question, also known as a binary question, a polar question, or a general question, is a question whose expected answer is one of two choices, one that provides an affirmative answer to the question versus one that provides a negative answer to the question. Typically, in English, the choices are either "yes" or "no". Yes–no questions present an exclusive disjunction, namely a pair of alternatives of which only one is a felicitous answer. In English, such questions can be formed in both positive and negative forms

A suggestive question is one that implies that a certain answer should be given in response, or falsely presents a presupposition in the question as accepted fact. Such a question distorts the memory thereby tricking the person into answering in a specific way that might or might not be true or consistent with their actual feelings, and can be deliberate or unintentional. For example, the phrasing "Don't you think this was wrong?" is more suggestive than "Do you think this was wrong?" despite the difference of only one word. The former may subtly pressure the respondent into responding "yes", whereas the latter is far more direct. Repeated questions can make people think their first answer is wrong and lead them to change their answer, or it can cause people to continuously answer until the interrogator gets the exact response that they desire. The diction used by the interviewer can also be an influencing factor to the response given by the interrogated individual.

A display question is a type of question requiring the other party to demonstrate their knowledge on a subject matter when the questioner already knows the answer. They are contrasted with referential questions, a type of question posed when the answer is not known by the questioner at the time of inquiry.

References

  1. ↑ "Examples of Open-Ended and Closed-Ended Questions". yourdictionary.com. yourdictionary.com. Retrieved 17 September 2017.
  2. ↑ Daniels, Eugene (18 December 2015). "The 'Bomb Agrabah' Survey Shows How Problematic Polling Can Be". KIVI-TV. Archived from the original on 18 July 2018. Retrieved 17 July 2018.
  3. ↑ Colman, Andrew M. (2009). A dictionary of psychology (3rd ed.). Oxford: Oxford University Press. ISBN   978-0-19-953406-7. OCLC   260204714.
  4. ↑ "Google Trends". Google Trends. Retrieved 6 January 2023.
  5. ↑ "Google Books Ngram Viewer". books.google.com. Retrieved 6 January 2023.
  6. ↑ Worley, Peter (3 December 2016). "Ariadne's Clew Absence and presence in the facilitation of philosophical conversations". Journal of Philosophy in Schools. 3 (2). doi: 10.21913/JPS.v3i2.1350 . ISSN   2204-2482.
  7. ↑ "Question your questioning". Tes. 19 April 2017. Retrieved 31 January 2018.
  8. ↑ Worley, Peter (29 November 2015). "Open thinking, closed questioning: Two kinds of open and closed question". Journal of Philosophy in Schools. 2 (2). doi: 10.21913/JPS.v2i2.1269 . ISSN   2204-2482.
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