ArticleNPJ science of learning2026
Knowledge reshapes inquiry by changing question asking ability and impacting academic assessment.
Article in NPJ science of learning, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Semantic Memory Structure and Self-Evaluation of Creativity: Evidence Across Tasks and Dimensions.Journal of Intelligence · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Question-asking is central to human communication, cognitive development, and learning. While prior research has examined questioning in controlled, non-longitudinal settings, little is known about how the originality and complexity of the questions people ask change over time or how these abilities respond to knowledge acquisition. This study examined how gained knowledge shapes question-asking and whether these abilities predict academic outcomes. Undergraduate students (N = 68) enrolled in a semester-long "Intro to Psychology" course completed general and domain-specific question-asking tasks at the start and end of the semester, along with an open-ended final project and a closed-ended multiple-choice exam. Domain-specific question-asking improved over time, whereas general question-asking remained stable or declined. General and specific question-asking abilities were negatively related to closed-ended test performance and positively related to open-ended project performance. These findings clarify how knowledge reshapes inquiry and highlight the educational value of fostering stronger question-asking skills.
Identifiers
What Socratic holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.