Trivia Questions Research Articles

Errorful learning of trivia questions and answers: The role of study time.

Errorful learning-asking questions and forcing responding even before the correct answers are presented for study-has recently been proposed as a way of maximizing the effectiveness of study. However, much support for the superiority of errorful learning over standard learning via reading comes from studies employing pairs of words as study materials, which remain of little educational relevance. Studies using materials affording richer semantic processing, such as trivia questions and their answers, have shown benefits of errorful learning only when the errorful learning condition is granted additional time for formulating guesses. In the present study, we systematically examined the role of timing when comparing errorful learning and reading strategies applied to study of trivia questions and their answers. In Experiments 1 and 2, we obtained evidence for the superiority of errorful learning over reading when additional time was given to formulate guesses, but this superiority was abolished when the overall time to study was equated between the two learning strategies. We further examined the role of answer familiarity in Experiment 3, showing that incorrect guessing produced no benefit for learning regardless of whether the to-be-learned concepts were familiar or not. In Experiments 4 and 5, no benefits of errorful learning emerged when participants were required to guess responses to two different questions that shared a common set of possible answers. We conclude that the benefits of errorful learning for trivia questions emerge only when guessing gives more time to process target questions.

Curiosity Satisfaction Increases Event-related Potentials Sensitive to Reward.

Successful learning depends on various factors such as depth of processing, motivation, or curiosity about information. A strong drive to learn something or the expectation of receiving a reward can be crucial to enhance learning. However, the influence of curiosity on the processing of new information and its similarity with reward processing is not well understood. This study examined whether states of curiosity influence specific ERPs associated with reward processing and whether these ERPs are related with later memory benefits. In an initial screening phase, participants indicated their curiosity and confidence in prior knowledge about answers to various trivia questions. In a subsequent study phase, we targeted different time windows related to reward processing during the presentation of trivia answers containing the reward positivity (RewP; 250-350 msec), the P3 (250-500 msec), and the late-positive-potential (LPP; 600-1000 msec). In a following surprise memory test, we found that participants recalled more high- than low-curiosity answers. The RewP, P3, and LPP showed greater positive mean amplitudes for high compared with low curiosity, reflecting increased reward processing. In addition, we found that the RewP and the P3 showed more positive mean amplitudes for later recalled compared with later forgotten answers, but curiosity did not modulate this encoding-related results. These findings support the view that the satisfaction of curiosity resembles reward processing, indicated by ERPs.

States of epistemic curiosity interfere with memory for incidental scholastic facts.

Curiosity can be a powerful motivator to learn and retain new information. Evidence shows that high states of curiosity elicited by a specific source (i.e., a trivia question) can promote memory for incidental stimuli (non-target) presented close in time. The spreading effect of curiosity states on memory for other information has potential for educational applications. Specifically, it could provide techniques to improve learning for information that did not spark a sense of curiosity on its own. Here, we investigated how high states of curiosity induced through trivia questions affect memory performance for unrelated scholastic facts (e.g., scientific, English, or historical facts) presented in close temporal proximity to the trivia question. Across three task versions, participants viewed trivia questions closely followed in time by a scholastic fact unrelated to the trivia question, either just prior to or immediately following the answer to the trivia question. Participants then completed a surprise multiple-choice memory test (akin to a pop quiz) for the scholastic material. In all three task versions, memory performance was poorer for scholastic facts presented after trivia questions that had elicited high versus low levels of curiosity. These results contradict previous findings showing curiosity-enhanced memory for incidentally presented visual stimuli and suggest that target information that generates a high-curiosity state interferes with encoding complex and unrelated scholastic facts presented close in time.

Performance of ChatGPT as an AI-assisted decision support tool in medicine: a proof-of-concept study for interpreting symptoms and management of common cardiac conditions (AMSTELHEART-2)

Background It is thought that ChatGPT, an advanced language model developed by OpenAI, may in the future serve as an AI-assisted decision support tool in medicine. Objective To evaluate the accuracy of ChatGPT’s recommendations on medical questions related to common cardiac symptoms or conditions. Methods We tested ChatGPT’s ability to address medical questions in two ways. First, we assessed its accuracy in correctly answering cardiovascular trivia questions (n = 50), based on quizzes for medical professionals. Second, we entered 20 clinical case vignettes on the ChatGPT platform and evaluated its accuracy compared to expert opinion and clinical course. Lastly, we compared the latest research version (v3.5; 27 September 2023) with a prior version (v3.5; 30 January 2023) to evaluate improvement over time. Results We found that ChatGPT latest version correctly answered 92% of the trivia questions, with slight variation in accuracy in the domains coronary artery disease (100%), pulmonary and venous thrombotic embolism (100%), atrial fibrillation (90%), heart failure (90%) and cardiovascular risk management (80%). In the 20 case vignettes, ChatGPT’s response matched in 17 (85%) of the cases with the actual advice given. Straightforward patient-to-physician questions were all answered correctly (10/10). In more complex cases, where physicians (general practitioners) asked other physicians (cardiologists) for assistance or decision support, ChatGPT was correct in 70% of cases, and otherwise provided incomplete, inconclusive, or inappropriate recommendations when compared with expert consultation. ChatGPT showed significant improvement over time; as the January version correctly answered 74% (vs 92%) of trivia questions (p = 0.031), and correctly answered a mere 50% of complex cases. Conclusions Our study suggests that ChatGPT has potential as an AI-assisted decision support tool in medicine, particularly for straightforward, low-complex medical questions, but further research is needed to fully evaluate its potential.

Does reporting beliefs change beliefs?

Does reporting beliefs change beliefs? This question may seem impossible to answer, because one cannot compare the beliefs of participants who did or did not report their beliefs: we cannot know beliefs that we don't measure. In an experiment, participants first answer trivia questions, and are then asked to estimate how many questions they have answered right. In the two treatments the payoff function is skewed: either over or underestimations are punished more severe. This manipulation causes a difference in report between the two treatments and the main question is whether that changes actual beliefs. In the third part participants rate per question how likely their answer is right, and in the final part participants choose between payment per correctly answered question or a tournament. The ratings per question differ only marginally between the treatments, and no effect was found on behavior.

Platform for Improving the User Experience in the Creation of Educational Multiplayer Video Games

Students’ motivation is one of the factors that directly affect academic performance. In recent years, teachers are looking for ways to motivate students during their training period. For example, making use of slides, videos, films, comics or games to increase students' motivation to improve their learning experience. Some research works have revealed that multiplayer games which include cooperation and competition, among other factors, are an extraordinary tool for enhancing students’ motivation. Current alternatives make it very complex for teachers to create multiplayer games for their students. The definition of the game requires many configurations and even technical knowledge. This research proposes a new platform that allows teachers to create multiplayer video games in a simple and fast way, improving the game creation process over current alternatives. The resulting games are also designed for to improve the student experience, and make it fun. These games do not only include trivia questions, but also use functional mechanisms from video games. The design of the generated games allows students to master the games in a short period of time during their classes.

Consequences of curiosity for recognition memory in younger and older adults.

Older adults are more prone to false recognition than younger adults, particularly when new information is semantically related to old information. Curiosity, which guides information-seeking behavior and has beneficial effects on memory across the life span, may offer protection against false recognition, but this hypothesis has not been tested experimentally to date. The current study investigated the effect of curiosity on correct and false recognition in younger and older adults (total N = 102) using a trivia paradigm. On Day 1 of the study, participants encoded trivia questions and answers while rating their curiosity levels. On Day 2, participants completed a surprise old/new recognition test in which they saw the same trivia questions. Half of the questions were paired with old (correct) answers, and half were paired with new (incorrect) answers. New answers were either semantically related or unrelated to correct answers. For both age groups, curiosity at encoding was positively associated with correct recognition. For older adults, semantically related lures produced more false recognition than unrelated lures. However, this effect was mitigated by curiosity, such that older adults were less likely to endorse semantically related lures for high- versus low-curiosity questions. Overall, these results extend prior findings of curiosity-related memory benefits to the domain of recognition memory, and they provide novel evidence that curiosity may protect against false memory formation in older adults.

774. Trivia Game for Learning Zoonotic Diseases in Pre-clinical Medical Curriculum

Abstract Background Zoonotic diseases are high-yield material, frequently tested on USMLE Step 1. For learning infectious diseases, many medical students supplement or replace coursework with outside resources that are personalizable and utilize active learning1,2, but these resources can be prohibitively expensive, have questionable reliability, and align imperfectly with course content2. Spencer Fox Eccles SOM historically used a Team-Based Learning (TBL) format for teaching zoonotic diseases, but this content is primarily memorization-based, while TBL is well suited for conceptual material. To teach zoonotic diseases, we created a trivia game3 (“ZooTrivia”) to mimic the low-stakes, fast-paced, engagement of outside resources, while still capturing the cooperative learning environment of TBL. Methods We used the Kirkpatrick model for student reaction and learning to assess efficacy of ZooTrivia. The session was opt-in and students chose their own teams to answer trivia questions. All answers were provided at the end. We used attendance data and surveys to assess student enjoyment of and perceived learning from ZooTrivia. Results Twenty (20/125) students reported attending ZooTrivia. Three students, who do not usually attend class, chose to attend ZooTrivia, which suggests that trivia is an attractive format. 60% of attendees reported that they would like more games like this in their education. 30% responded that they would “maybe” want more games like this. For enjoyment, students on average reported preferring trivia over both TBL and outside resources (average 3.9 and 3.6, respectively on a scale of 1-5). However, for student learning, students on average reported TBL and outside resources as better learning formats (average 2.8 for both, on a scale of 1-5). Conclusion Trivia is an alternative to TBL-based learning of zoonotic disease that students report enjoying more but learning slightly less than TBL. Analysis of student learning was limited by incomparable attendance of ZooTrivia and TBL; ZooTrivia was an optional session, while TBL was required attendance. This comparison is a direction for future study. Disclosures All Authors: No reported disclosures

The design of a “1-minute break” to help with students’ attention during lectures in a Pharm.D. programme

Background: The “1-minute break” is a novel educational approach that introduces intentional breaks through trivia questions to address students’ challenges with paying attention during class time. Methods: After it was initiated and optimised, the “1-minute break” has been offered to students in different cohorts within the Pharm.D. pre-APPE programme for the past five years. Feedback on the utility of this innovative approach and its optimisation was gathered over the five years. Students also shared their perception of the impact of the “1-minute break” on their attention during classes using a survey with open-ended questions. Results: The “1-minute break” was highly accepted by all student cohorts. Students strongly favoured implementing this technique across the curriculum. Qualitative analysis of student feedback revealed that the “1-minute- break” helped them stay focused or regain attention in class. Student feedback provided similar comments before, during, and after the COVID-19 pandemic, reflecting that this technique can be implemented independently of the online and in-person teaching formats. Conclusion: The “1-minute break” technique, which uses intentional breaks by incorporating trivia questions during lectures, seems to help students stay focused or regain their attention during classes. This approach is easily implemented and apparently independent of the content taught.

Does Using None-of-the-Above (NOTA) Hurt Students' Confidence?

Students claim that multiple-choice questions can be tricky, particularly those with competitive incorrect choices or choices like none-of-the-above (NOTA). Additionally, assessment researchers suggest that using NOTA is problematic for assessment. In experiments conducted online (with trivia questions) and in the classroom (with course-related questions), I investigated the effects of including NOTA as a multiple-choice choice alternative on students' confidence and performance. In four experiments, participants answered two types of questions: basic multiple-choice questions (basic condition) and equivalent questions in which one incorrect choice was replaced with NOTA (NOTA condition). Immediately after answering each question, participants rated their confidence in their answer to that question (item-by-item confidence). At the end of the experiments, participants made aggregate confidence judgments for the two types of questions and provided additional comments about the use of NOTA as an alternative. Surprisingly, I found no significant differences in item-by-item confidence or performance between the two conditions in any of the experiments. However, across all four experiments, when making aggregate judgments, participants provided lower confidence estimates in the NOTA condition than in the basic condition. Although people often report that NOTA questions hurt their confidence, the present results suggest that they might not-at least not on a question-by-question basis.

Curiosity, Surprise, and the Recall of Tobacco-Related Health Information in Adolescents

A key goal of health communications designed to prevent smoking initiation during adolescence is for the tobacco-related information to be retained in memory beyond immediate message exposure. Here, we test the role for epistemic emotions, specifically curiosity and surprise, in facilitating memory for tobacco-related health information. Participants (n = 294 never-smoking adolescents, ages 14–16 years) performed a trivia guessing task wherein they guessed the answers to general trivia and smoking-related trivia questions. A subset of participants (n = 154) completed a surprise trivia memory task one week later and answered the previously viewed questions. Results indicate that curiosity about the answers to smoking-related trivia is associated with more accurate recall of smoking-related trivia answers one week later. Surprise also facilitated memory for smoking-related trivia, but the association was limited to cases where confidence in prior knowledge was low. Indeed, when participants had high confidence in their prior knowledge, surprise about the answer to trivia questions was associated with worse recall. Findings suggest that engendering states of curiosity for smoking-related information may facilitate retention of that information in never-smoking adolescents and highlight the need to examine both surprise and confidence in health communications to avoid low message recall.

Listening speaks to our intuition while reading promotes analytic thought.

It is widely assumed that thinking is independent of language modality because an argument is either logically valid or invalid regardless of whether we read or hear it. This is taken for granted in areas such as psychology, medicine, and the law. Contrary to this assumption, we demonstrate that thinking from spoken information leads to more intuitive performance compared with thinking from written information. Consequently, we propose that people think more intuitively in the spoken modality and more analytically in the written modality. This effect was robust in five experiments (N = 1,243), across a wide range of thinking tasks, from simple trivia questions to complex syllogisms, and it generalized across two different languages, English and Chinese. We show that this effect is consistent with neuroscientific findings and propose that modality dependence could result from how language modalities emerge in development and are used over time. This finding sheds new light on the way language influences thought and has important implications for research that relies on linguistic materials and for domains where thinking and reasoning are central such as law, medicine, and business. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Influencing prior knowledge through a short reading impacts curiosity and learning

AbstractCuriosity predicts memory performance and it is influenced by prior knowledge. Reading a well‐organized text can increase curiosity in a classroom setting, however it is not clear if reading a short text written in an encyclopedic style can increase curiosity and learning without explicit educational goals. We presented participants with a short text and examined if questions related to this reading could elicit higher curiosity ratings and better recall in a thematized version of the trivia task. In the first experiment, participants subjectively judged their prior knowledge of trivia questions. The curiosity of the participants was not influenced by the reading, but the memory effect of curiosity was amplified for the questions related to it. In the second experiment, we objectively verified whether the participants knew the answers. The curiosity ratings were higher for the questions related to the reading, but only the curiosity ratings influenced recall performance. These results show that prior knowledge induced by reading can have an effect on curiosity and learning, but it depends on how this knowledge is assessed by the learner.

Social comparison and handedness: Mixed-handers are less susceptible to egocentric biases in judgments about others' performance

Prior research has shown that, relative to mixed/inconsistent-handers, strong/consistent-handers show a stronger Dunning-Kruger effect in social comparison, in which people overestimate their performance on easy tasks and underestimate their performance on difficult tasks. However, this earlier study did not include actual performance measures, leading to the possibility that the effects may have reflected actual handedness differences in performance. In the current study, strong/consistent- and mixed/inconsistent-handers answered a set of either easy or difficult trivia questions and then provided estimates of their own versus others' level of performance. Consistent with the Dunning-Kruger effect in social comparison, strong/consistent-handers overestimated their performance on the easy questions and underestimated their performance on the difficult questions. This effect was significantly attenuated in mixed/inconsistent-handers. Results are interpreted in terms of mixed/inconsistent-handers having greater access to right hemisphere areas involved in perspective taking.

Guessing can benefit memory for related word pairs even when feedback is delayed

Trying to guess what the correct answer to a question might be can facilitate future learning of this answer when presented in the form of corrective feedback. One issue that determines the effectiveness of guessing as a learning strategy is the timing of the presentation of feedback: it can be presented either immediately after the guess, or after a delay. Whereas the timing of feedback is of little importance for complex materials such as trivia questions, previous research suggests that for simpler materials such as related word pairs guessing seems to benefit learning only when feedback is immediate. In order to test whether this always has to be the case, we conducted two experiments in which we increased the richness of study materials by superimposing the to-be-learned word pairs over unrelated context pictures. We then manipulated the match between contexts at study and at test (Experiment 1) and at the time of feedback delivery (Experiment 2). Contrary to previous studies showing no benefits of guessing with delayed feedback, our results show that learning related word pairs can benefit from guessing even when feedback is delayed. These benefits of guessing occur if participants are reminded via reinstated contexts of the guessing stage at the time of feedback delivery. Our results help constrain theories of guessing benefits and extend theories of reminding.

The "curse of knowledge" when predicting others' knowledge.

To succeed in a social world, we must be able to accurately estimate what others know. For example, teachers must anticipate student knowledge to plan lessons and communicate effectively. Yet one's own knowledge consistently contaminates estimates about others' knowledge. We examine how one's knowledge influences the calibration and resolution of participants' estimates of novices' knowledge. Across four experiments, participants studied trivia questions and estimated the percentage of novice participants who would know the answer across multiple study/estimation rounds. When participants were required to answer the question before estimating what novices would know, studying the facts impaired both the calibration and resolution of the estimates. Studying the facts reduced the validity of one's experiences for predicting novices' knowledge, and estimators utilized their own experiences less when predicting novices' knowledge as they studied. Experimentally reducing reliance on one's own knowledge did not improve the accuracy of estimates. The results suggest that learning impairs the accuracy of judgments of others' knowledge, not because estimators rely too heavily on their own experiences, but because estimators lack diagnostic cues about others' knowledge.

Smokers’ Curiosity Facilitates Recall of Tobacco-Related Health Information

ABSTRACT Curiosity promotes learning. Two open questions concern the extent to which tobacco smokers exhibit curiosity about smoking-related health information and whether this curiosity can facilitate recall of this information. Participants (n = 324 smokers; n = 280 nonsmokers) performed a Trivia Guessing Task wherein participants guessed the answers to general trivia and smoking-related trivia questions and provided ratings of their curiosity prior to viewing the answers to the questions. A subset of participants (n = 121 smokers; n = 97 nonsmokers) completed a surprise Trivia Memory Task one-week later and answered the previously-viewed questions. Results indicate that smokers are no less curious about smoking-related trivia than they are about general trivia and that curiosity about the answer to smoking-related trivia is associated with more accurate recall of smoking-related trivia answers one week later. Findings suggest that engendering states of curiosity for smoking-related information may facilitate retention of that information in smokers.

Hippocampal convergence during anticipatory midbrain activation promotes subsequent memory formation

The hippocampus has been a focus of memory research since H.M’s surgery abolished his ability to form new memories, yet its mechanistic role in memory remains debated. Here, we identify a candidate memory mechanism: an anticipatory hippocampal “convergence state”, observed while awaiting valuable information, and which predicts subsequent learning. During fMRI, participants viewed trivia questions eliciting high or low curiosity, followed seconds later by its answer. We reasoned that encoding success requires a confluence of conditions, so that hippocampal states more conducive to memory formation should converge in state space. To operationalize convergence of neural states, we quantified the typicality of multivoxel patterns in the medial temporal lobes during anticipation and encoding of trivia answers. We found that the typicality of anticipatory hippocampal patterns increased during high curiosity. Crucially, anticipatory hippocampal pattern typicality increased with dopaminergic midbrain activation and uniquely accounted for the association between midbrain activation and subsequent recall. We propose that hippocampal convergence states may complete a cascade from motivation and midbrain activation to memory enhancement, and may be a general predictor of memory formation.

Gender stereotypes drive perceptual differences of vocal confidence.

One's ability to express confidence is critical to achieve one's goals in a social context-such as commanding respect from others, establishing higher social status, and persuading others. How individuals perceive confidence may be shaped by the socio-indexical cues produced by the speaker. In the current production/perception study, we asked four speakers (two cisgender women/men) to answer trivia questions under three speaking contexts: natural, overconfident, and underconfident (i.e., lack of confidence). An evaluation of the speakers' acoustics indicated that the speakers significantly varied their acoustic cues as a function of speaking context and that the women and men had significantly different acoustic cues. The speakers' answers to the trivia questions in the three contexts (natural, overconfident, underconfident) were then presented to listeners (N = 26) in a social judgment task using a computer mouse-tracking paradigm. Listeners were sensitive to the speakers' acoustic modulations of confidence and differentially interpreted these cues based on the perceived gender of the speaker, thereby impacting listeners' cognition and social decision making. We consider, then, how listeners' social judgments about confidence were impacted by gender stereotypes about women and men from social, heuristic-based processes.

Evaluation of the impact of enhanced virtual forms and gamification on intervention identification in a pharmacist-led ambulatory care clinic

BackgroundAdoption of healthcare technology in the ambulatory care setting is nearly universal. Clinical decision support system (CDSS)22CDSS – clinical decision support system. technologies improve patient care through the identification of additional care opportunities. With the movement from paper-based to electronic clinical intake forms, the opportunity to improve identification of gaps in care utilizing CDSS in the ambulatory care setting exists. ObjectiveTo evaluate the impact of CDSS-enhanced digital intake forms, with- and without aspects of gamification, on the identification of intervention opportunities in an ambulatory care pharmacy setting. MethodsPatients were invited to complete visit intake paperwork via virtual forms as part of a CDSS-enhanced mobile application designed to identify potential interventions based on patient age, sex, disease state(s), and user-provided information. Patients were randomized to receive optional patient-specific health questions 1) with or 2) without elements of gamification. Gamification elements included trivia questions, fun facts, and the chance to win a prize. A retrospective review was used to assess interventions identified for a random sample of patients seen within the same time frame who did not utilize the mobile application. Interventions were compared across groups utilizing ANOVA. t-tests were used for a subgroup analysis. ResultsFrom January to May 2019, 353 potential interventions were identified for 220 study participants. 0.44 (±0.82), 1.8 (±2.0) and 2.1 (±1.8) interventions per participant were identified for the control, virtual forms, and virtual forms + gamification groups, respectively. Significant differences in intervention identification across groups were found using a one-way ANOVA (F = 17.46, p < .001). Post hoc analysis demonstrated a significant difference in interventions identified for those completing 50–100% (n = 32) and those completing less than 50% (n = 18; p < .001) of the optional health questions in the virtual forms + gamification group. ConclusionsUtilization of CDSS-enhanced clinical intake forms increased identification of potential interventions, though gamification did not significantly impact this identification.