No significant main effect of question-asking practice on persistence in a spot-the-differences task¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Conditions did not differ in time spent searching for differences between nearly-identical pictures. → Park 2025

Evidence¶

Park 2025¶

Park, A.T., Colantonio, J., Delgado Reyes, L., Sharp, S.D.S., Koepp, A.E., Bonawitz, E., & Mackey, A.P. (2025). Question asking practice fosters aspects of curiosity in science content in young children. npj Science of Learning. https://doi.org/10.1038/s41539-025-00384-5

q3 · i? · causal · r2

Persistence post-test: children searched two nearly-identical pictures for differences; quantile regression controlling for age and race found no condition difference (QA Mdn = 110 s vs L Mdn = 132 s), with no effect size printed.

"We found no differences between conditions on the persistence measure (Figure 2D, QA: Mdn = 110 seconds, L: Mdn = 132 seconds, b = -21.73, 95% CI [-64.13, 20.67], t = -1.02, p = .31, pFDR =.39, n = 103)"

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• No significant main effect of question-asking practice on science learning (p = .12 after FDR correction) — related