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Related Experiment Video

Updated: Feb 19, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Knowledge reshapes inquiry by changing question asking ability and impacting academic assessment.

Tuval Raz¹, Yoed N Kenett²

¹Faculty of Data and Decision Sciences, Technion - Israel Institute of Technology, Haifa, Israel. tuval.raz@campus.technion.ac.il.

NPJ Science of Learning

|February 17, 2026

Summary

Gaining knowledge improves domain-specific question-asking skills over time. These inquiry abilities predict academic success, particularly in open-ended assessments, underscoring the value of fostering question-asking skills.

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Published on: July 1, 2015

Area of Science:

Cognitive Psychology
Educational Psychology
Learning Sciences

Background:

Question-asking is fundamental to learning and cognitive development.
Limited research exists on longitudinal changes in question originality and complexity.
The relationship between knowledge acquisition and question-asking abilities is not well understood.

Purpose of the Study:

To investigate how acquired knowledge influences question-asking abilities over a semester.
To determine if question-asking skills predict academic outcomes.
To examine changes in both general and domain-specific question-asking.

Main Methods:

Undergraduate students (N=68) in an "Intro to Psychology" course participated.
Question-asking tasks (general and domain-specific) were administered pre- and post-semester.
Academic performance was assessed via a multiple-choice exam and an open-ended final project.

Main Results:

Domain-specific question-asking abilities significantly improved over the semester.
General question-asking abilities remained stable or declined.
Stronger question-asking skills correlated positively with open-ended project performance and negatively with closed-ended test scores.

Conclusions:

Knowledge acquisition enhances domain-specific inquiry skills.
Question-asking abilities are valuable predictors of academic success, especially for complex, open-ended tasks.
Educational interventions should focus on cultivating sophisticated question-asking skills.