Evidence map›Paper›PMID 41398176›Full record

ArticleNPJ science of learning2025

Question asking practice fosters aspects of curiosity in science content in young children.

Anne T Park, Joseph Colantonio, Lourdes Delgado Reyes, Sophie D S Sharp, Andrew E Koepp, Elizabeth Bonawitz, Allyson P Mackey

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in NPJ science of learning, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Anne T Park *Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA.
Joseph Colantonio *Department of Psychology, Rutgers University - Newark, Newark, NJ, USA.
Lourdes Delgado ReyesDepartment of Psychology, University of Pennsylvania, Philadelphia, PA, USA.
Sophie D S SharpDepartment of Psychology, University of Pennsylvania, Philadelphia, PA, USA.
Andrew E KoeppDepartment of Psychology, University of Pennsylvania, Philadelphia, PA, USA.
Elizabeth BonawitzGraduate School of Education, Harvard University, Cambridge, MA, USA. elizabeth_bonawitz@gse.harvard.edu.
Allyson P MackeyDepartment of Psychology, University of Pennsylvania, Philadelphia, PA, USA. mackeya@upenn.edu.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Children who are more curious learn more in school, but little is known about how to promote curiosity-driven behaviors. In a preregistered experiment, 103 children (54 boys, 49 girls, ages 5-7 years) were randomly assigned to a condition in which they were encouraged to ask questions, or to listen carefully, during eight one-on-one science lessons over 2 weeks. Children in the question-asking condition valued new science information significantly more than children in the listening condition (Wilcoxon r = 0.23). Children with less background knowledge, as measured by their baseline vocabulary and science achievement, showed greater curiosity and learning benefits from question-asking. These results suggest that practice with question-asking can boost some aspects of curiosity and learning in science domains.

Identifiers

PMID41398176
PMCPMC12770468

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
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Registered trials

None linked

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 OpenQuestion graph.