Question-asking originality and complexity positively correlated with open-ended group project performance, while fluency measures correlated negatively¶

Claim · All claims
Evidence · 1 study · associational r1 · q3 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Fluency-based measures were negatively correlated with project performance (DS-AQT fluency r = -.42; AQT fluency r = -.39). → Tuval Raz & Yoed N. Kenett 2026

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 · i3 · associational · r1

Same group-level correlation analysis shows producing more questions did not translate to higher-quality project outcomes; the authors note this aligns with prior negative fluency–originality findings.

"fluency-based measures were negatively correlated with project performance (DS-AQT fluency: r = -.42, p < .001; AQT fluency: r = -.39, p < .001)"

Discussion¶

Learner Variables¶

• Creativity — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Domain-specific question-asking fluency, originality, and complexity significantly increased over a semester of domain knowledge acquisition — related
• Higher question-asking originality and complexity were negatively correlated with closed-ended multiple-choice exam performance — related
• 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