Baseline vocabulary moderates the effect of question-asking practice on science learning, weakening the vocabulary-learning link and equalizing outcomes¶

Claim · All claims
Evidence · 1 study · causal r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The relationship between vocabulary and final science learning scores was weaker in the question-asking condition, suggesting the intervention equalized learning outcomes. → 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

q2 · i? · causal · r3

Preregistered quantile-regression moderation of science learning: WISC Vocabulary x Condition interaction (b = -1.80, p = .028) with a main effect of vocabulary (b = 3.21, p < .001); the article reports this "equalized" children's learning outcomes. No standardized effect size printed.

"We found that vocabulary interacted with condition to predict science learning (Figure 3B, WISC Vocabulary x Condition: b = -1.80, 95% CI [-3.40, -0.20], t(97) = -2.23, p = .028"

Discussion¶

Learner Variables¶

• Vocabulary — moderator: an instructional effect differs with it

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