Goal: The problem of the authenticity of teacher questions has not received sufficient attention from educational researchers interested in the intersection between dialogue and argumentation. In this paper, we adopt a definition of authentic questions as dialogical units that prompt teacher-student interactions that are both productive (i.e.,…

Investigated young children's (N=20) comprehension of sentences containing one or more markers using three tasks in two experiments. Results suggested that children's comprehension of sentential number is aided by redundancy of information involving different syntactic markers, but not by mere repetition of the same maker. (JAC)