Domain-specific question-asking fluency, originality, and complexity significantly increased over a semester of domain knowledge acquisition¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r1–r2 · q3 · i1–i2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 DS-AQT fluency significantly increased from Time 1 to Time 2 (d = 0.2). → Tuval Raz & Yoed N. Kenett 2026 q3 i2 DS-AQT originality significantly increased from Time 1 to Time 2 (d = 0.440). → Tuval Raz & Yoed N. Kenett 2026 (2) q3 i1 DS-AQT complexity significantly increased from Time 1 to Time 2 (d = 0.333). → Tuval Raz & Yoed N. Kenett 2026 (3)

Evidence¶

Tuval Raz & Yoed N. Kenett 2026¶

Tuval Raz & Yoed N. Kenett. (2026). Knowledge Reshapes Inquiry: Changes in Question Asking Ability and its Impact on Academic Assessment. npj Science of Learning. https://doi.org/10.1038/s41539-026-00402-0

q3 · i1 · associational · r1

Paired-samples t-test on longitudinal data from undergraduates in a semester-long Intro to Psychology course, comparing DS-AQT fluency at semester start and end. The article reports a "significant increase in DS-AQT fluency" with Cohen’s d = 0.2.

"We found a significant increase in DS-AQT fluency from Time 1 (M = 6.1, SD = 2.3) to Time 2 (M = 6.6, SD = 3), t(65) = 1.67, p < .05, Cohen’s d = 0.2."

Tuval Raz & Yoed N. Kenett 2026 (2)¶

Tuval Raz & Yoed N. Kenett. (2026). Knowledge Reshapes Inquiry: Changes in Question Asking Ability and its Impact on Academic Assessment. npj Science of Learning. https://doi.org/10.1038/s41539-026-00402-0

q3 · i2 · associational · r2

Paired-samples t-test (Time 1 vs Time 2) in the same longitudinal course study shows a "significant increase in DS-AQT originality", Cohen’s d = 0.440, from M = 2.06 to M = 2.29.

"We also found a significant increase in DS-AQT originality from Time 1 (M = 2.06, SD = 0.47) to Time 2 (M = 2.29, SD = 0.57), t(65) = 3.575, p < .001, Cohen’s d = 0.440."

Tuval Raz & Yoed N. Kenett 2026 (3)¶

Tuval Raz & Yoed N. Kenett. (2026). Knowledge Reshapes Inquiry: Changes in Question Asking Ability and its Impact on Academic Assessment. npj Science of Learning. https://doi.org/10.1038/s41539-026-00402-0

q3 · i1 · associational · r2

Paired-samples t-test of Bloom-based DS-AQT complexity across the semester reports a "significant increase" from M = 3.70 to M = 3.79, t(65) = 2.720, Cohen’s d = 0.333.

"Finally, a significant increase was also observed for DS-AQT complexity, which rose from Time 1 (M = 3.70, SD = 0.27) to Time 2 (M = 3.79, SD = 0.36), t(65) = 2.720, p = .008, Cohen’s d = 0.333."

Discussion¶

Related Claims¶

• Predictors of open-ended project performance showed a temporal reversal: early-semester DS-AQT complexity negatively predicted project performance while end-of-semester DS-AQT complexity positively predicted it — related
• General question-asking ability remained stable or declined over the semester, with AQT originality showing a large significant decrease and complexity unchanged — related
• Higher question-asking originality and complexity were negatively correlated with closed-ended multiple-choice exam performance — related
• Question-asking originality and complexity positively correlated with open-ended group project performance, while fluency measures correlated negatively — related
• Trait-score trajectories over time are inconclusive as learning-curve evidence: one StudyChat trait increases while the significant SWE-Chat traits stay flat — related
• Children encouraged to ask questions increase the number of relevant questions they ask over the course of training, but non-linearly — a narrower finding that bears on this claim