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Curiosity and learning
Abstract
This posthumous fragment of a book that Dr. Berlyne was writing at the time of his death was sent to MOTIVATION AND EMOTION by his colleagues at the University of Toronto. Its appearance in print is by permission of the Berlyne family and with appreciation to F. G. Hare and John Ogilvie of the University of Toronto and Seymour Weingarten of Plenum Publishing corporation, who were instrumental in providing a copy of the manuscript to the editor; to George Rappolt and Pat Monahan, of Clark University, who assisted in compiling the bibliography; and to Dr. Edward L. Walker, who provided some editing and wrote the brief introduction.
References to figures (in Chapters 1 and 3) were deleted, as no figures could be found to accompany the manuscript. In any case, it appeared that these would have merely supplemented the text and were neither new nor original, insofar as could be judged. The reader may further note that perhaps a half dozen references are missing, and others may not have been those intended by Dr. Berlyne.
While it seems unlikely that the chapters presented here were either complete or in their final draft stage, it was nevertheless felt that publication of even this fragment of Daniel Berlyne's last major work, with only minimal editing, would be of value to fellow students of motivation theory.
M.H.A.
... To explore such an intrinsic motivation to search, we consider that concept of curiosity, defined as a motivational state that activates individuals' exploratory intention and behaviour to confront uncertainty and make sense of the world (Berlyne 1978;Loewenstein 1994). Curiosity research can describe a person's interest in seeking ambiguity, while also accounting for their desire to reduce or eliminate ambiguity (Budner 1962). ...
... Curiosity can also step in to begin the process of alleviating that ignorance about what we do not know. It is conceptualized as a competency or trait characterized by the active desire for new information, understanding, meaningfulness, knowledge, experiences, or sensory stimulation in order to resolve gaps or experience the unknown, engendering inquisitive and exploratory behaviours (Berlyne 1978;Harrison, Sluss, and Ashforth 2011;Loewenstein 1994). 1 While some have framed curiosity as emerging from a trait manifested through stable individual differences (Hassan, Bashir, and Mussel 2015), others frame it as a competency capable of development or redevelopment through learning or practice (Handin and Steinwedel 2006;Koranda and Sheehan 2014;Sekerka et al. 2014; also see Lackéus 2014). Sekerka et al. (2014, 711) define curiosity as 'a managerial competency, entailing the acquisition and use of knowledge, taking an interest in a given experience and engaging in additional exploration and discovery'. ...
... Some forms of curiosity are central in the literature. Specific curiosity is defined by the intense desire for explanations or pieces of information for the purpose of reducing uncertainty or ambiguity (Berlyne 1978). It is often associated with experimentation and the exploration of multiple possibilities that might solve different aspects of an unsolved puzzle or problem (Hardy, Ness, and Mecca 2017;Loewenstein 1994;Simon 2001). ...
... Cohen, 1979). Curiosity, as an individual personality trait, is fundamental to the study of motivation, emotion, and cognition (Ainley, 2019;Berlyne, 1978;Fishbach & Woolley, 2022;Kashdan et al., 2018;Szumowska & Kruglanski, 2020). Curiosity is the backbone of exploratory behavior. ...
... It is a fundamental part of optimal human functioning, since it is linked to incentives for finding resolutions to problems in order to continuously accommodate the ever-changing conditions of the world (Ainley, 2019;Dubey & Griffiths, 2020). Curiosity stimulates exploratory behavior, to the extent that naturalist natural embeddedness in humankind has been one of the main motivations behind the advancement of civilizations (Berlyne, 1966(Berlyne, , 1978. ...
... Different types of curiosity have been defined in psychology literature. The most sensation-driven type of curiosity is perceptual curiosity (Berlyne, 1978;Collins et al., 2004;Jach et al., 2022;Lindholm, 2018;J. Litman, 2005;Silvia, 2008). ...
... Scholarly perspectives on curiosity are diverse. Viewed through a psychological lens, curiosity can be considered an innate human motivational state or trait (Berlyne, 1954(Berlyne, , 1978Grossnickle, 2016;Kashdan et al., 2013;Lievens et al., 2022;J. Litman, 2019;J. ...
... Psychology theorists acknowledge that there is no consistent definition of curiosity but multifarious viewpoints resulting from various multidimensional considerations (Grossnickle, 2016;Lievens et al., 2022). Most commonly, curiosity is considered a motivational behaviour that stimulates exploration and learning (Berlyne, 1978;Dewey, 1910;J. A. Litman, 2005;Oudeyer et al., 2016;Voss & Keller, 1983;Weible & Zimmerman, 2016). ...
... Litman, 2019;Mussel, 2010;Reio, 2008b;Reio & Callahan, 2004). In terms of epistemology, epistemic curiosity constitutes an innately human 'desire to know' and acquire new knowledge (Berlyne, 1954(Berlyne, , p. 187, 1966(Berlyne, , 1978Reio, 2008b). Berlyne argued that epistemic curiosity could be stimulated by 'specific interrogation questions' (Berlyne, 1954, p. 182), more widely known as focused open-ended or Socratic questions (Neenan, 2008). ...
In this paper, we draw on extant studies about curiosity and practice to analyse and frame curiosity as a salient social practice for organizations. We go beyond the psychological applications of curiosity to consider the social practices of 'doing' curiosity. We draw on the strategy as practice (SAP) literature and propose a curiosity as practice (CaP) conceptual framework. We argue that CaP is enacted at the nexus of three practices-sociomateriality, discursivity and agency-collectively enabling CaP to engage and connect with other practice bundles, including decision-making, sensemaking and strategising. Finally, we discuss the implications of our conceptual research and suggest an agenda of empirical research aligned with the CaP conceptual framework.
... Eine grundsätzliche Unterscheidung des Neugierverhaltens wird aufgrund der verhaltensauslösenden Situationsfaktoren getroffen, die das Motivsystem der Neugier anregen. Berlyne (1978Berlyne ( , 1966 (Schmalt & Langens, 2009, S. 162). Zudem unterscheidet Berlyne (1978) zwischen perzeptiver und epistemischer Neugier (respektive Exploration). ...
... Berlyne (1978Berlyne ( , 1966 (Schmalt & Langens, 2009, S. 162). Zudem unterscheidet Berlyne (1978) zwischen perzeptiver und epistemischer Neugier (respektive Exploration). Die Unterscheidung hierbei bezieht sich dabei auf die Art des Gegenstandsbezuges. ...
... Im Anschluss an die Erkenntnisse von Berlyne (1978Berlyne ( , 1966 untersuchte Hutt (1966) Hutt (1966) lassen sich die Handlungssequenzen eins bis fünf der spezifischen Exploration 25 zuordnen, während die Sequenzen sechs und sieben auf eine diversive Exploration der Kinder hindeuten. Es lassen sich nach Hutt (ebd.) ...
... Adapting the definition from Berlyne (1950Berlyne ( , 1954Berlyne ( , 1960Berlyne ( , 1966Berlyne ( , 1978, curiosity is a motivational drive or need for knowledge that is aroused by collative variables and expressed through different types of exploratory behavior to gain information. Decades of curiosity research point to its importance as a psychological construct cognitively, emotionally, socially, and physically across the lifespan. ...
... Most crucial is that Berlyne (1960Berlyne ( , 1966 labeled only specific exploratory behavior-behavior that seeks out information from a specific stimulus-as curiosity. Further, Berlyne (1966Berlyne ( , 1978 viewed specific exploratory behavior of curiosity and diversive exploratory behavior as being separate constructs, rather than a single construct on a continuum with specific exploratory behavior at one end and diversive exploratory behavior at the other end. Specific exploratory behavior, or curiosity, occurs only within the optimal arousal potential range. ...
... Synthesis. The seminal theory of curiosity developed and expanded by Berlyne (1950Berlyne ( , 1954Berlyne ( , 1960Berlyne ( , 1966Berlyne ( , 1978 remained focused on the acquisition of knowledge or information through exploratory behaviors aroused by the collative variables. Only the construct of specific exploratory behavior is called curiosity, which occurs within the optimal arousal potential range of the collative variables. ...
Decades of curiosity research point to its importance as a psychological construct in many significant life domains—including cognitively, emotionally, socially, and physically. However, accurate measurement of the curiosity construct remains an issue. This paper attempts to fill the theoretical void by re-analyzing the seminal research on curiosity. Grounding curiosity in the work of Berlyne, this paper shows how curiosity conceptually morphed over time to include flawed interpretations of Berlyne’s work, which are the basis for the current psychometric issues. Since Berlyne’s research is foundational to current curiosity research, precisely operationalizing his conception of curiosity is required to resolve the measurement problems.
... Younger learners may require more preparation before problem-driven learning can be applied (Ertmer & Simons, 2006;Simons & Klein, 2007;Torp & Sage, 2002) and more support from teachers in regulating their learning (Bembenutty et al., 2016;Sameroff, 2010). e) Level of implementation and duration: We also examine differences between curriculum-wide and single-course implementations of problem-driven learning and the duration of the exposure to problem-driven learning (at least 12 weeks or less than 12 weeks; Slavin, 2008), as task novelty and variety can trigger students' interest (Berlyne, 1978;Renninger & Hidi, 2011), while repeated exposure to PBL can become boring (Wijnia et al., 2011). ...
... These results could suggest that student-centered, problem-driven learning is more effective for short-term motivation than long-term motivation. Variety and novelty can spark curiosity and interest (Berlyne, 1978). Therefore, a change in the instructional method or approach could have a short-term motivating effect. ...
In this meta-analysis, we examined the effects on students’ motivation of student-centered, problem-driven learning methods compared to teacher-centered/lecture-based learning. Specifically, we considered problem-based (PBL), project-based (PjBL), and case-based learning (CBL). We viewed motivation as a multifaceted construct consisting of students’ beliefs (competence and control beliefs), perceptions of task value (interest and importance), and reasons for engaging in tasks (intrinsic or extrinsic). In addition, we included students’ attitudes toward school subjects (e.g., science). We included 139 subsamples from the 132 included reports (83 PBL, 37 PjBL, and 19 CBL subsamples). Overall, PBL, PjBL, and CBL had a small to moderate, heterogeneous positive effect (d = 0.498) on motivation. Moderator analyses revealed that larger effect sizes were found for students’ beliefs, values, and attitudes compared to students’ reasons for studying. No differences were found between the three instructional methods on motivation. However, effect sizes were larger when problem-driven learning was applied in a single course (when compared to a curriculum-level approach). Larger effects were also found in some academic domains (i.e., healthcare and STEM) than in others. While the impact of problem-driven learning on motivation is generally positive, the intricate interplay of factors such as academic domain and implementation level underscores the need for a nuanced approach to leveraging these instructional methods effectively with regard to increasing student motivation.
... Ⅱ. 이론적 (Berlyne, 1978;Kidd & Hayden, 2015 (Kang et al., 2009;Kashdan et al., 2004;Peterson et al., 2007;Schutte & Malouff, 2020; von Stumm et al., 2011;성영신 외, 2008;신 윤선, 이유경, 2021). ...
... 과 동료들이 제안한 흥미형(Interest type) 호 기심과 박탈형(Deprivation type) 호기심 간의 구분과 유사하다 (Litman, 2008;Litman & Jimerson, 2004 (Loewenstein, 1994 (Archer et al., 2017;Jirout & Klahr, 2012 (Arnone, 2003;Jirout et al., 2018;Jirout et al., 2022;Peterson, 2020;. 이러한 움직임은 호기심과 탐 구심의 기질적인 측면에 초점을 맞추어 적 응적인 학습 결과를 예측하는 선행요인으로 주로 다루어졌던 기존 연구 (Berlyne, 1960(Berlyne, , 1978 (Arnone et al., 2011;Jirout et al., 2018;Peterson, 2020 (Jirout et al., 2018). 호기심과 탐구심을 느끼기 위해서는 학생이 지각하는 "아는 것"과 "모르는 것" 사이의 적절한 지식 간 극(knowledge gap)이 필요하다 (Loewenstein, 1994 ...
Creative thinking is a vital competency that every school should cultivate to help its students succeed in today’s complex and rapidly changing world. In particular, curiosity and exploration are two key components of creative thinking competency that drive students to initiate and sustain their learning voluntarily. Here, we used two waves (Years 4 and 6, n=6,266) of data from the Korea Educational Longitudinal Study (KELS) 2013 to examine the roles of five classroom instructional strategies (information literacy instruction, questioning, inquiry-based instruction, task-oriented evaluation, and feedback) on high school students’ curiosity and exploration. We also tested whether the effects of these strategies vary by the subjective and objective assessments of student competence (achievement and perceived understanding of courses). The results showed that all five instructional strategies, except for questioning, positively predicted students’ curiosity and exploration, after accounting for their initial scores. Inquiry-based instruction was the best predictor of curiosity, while information literacy instruction and feedback were the best predictors of exploration. Low-achieving students benefited more from feedback in promoting their exploration than high-achieving students. Conversely, students with high perceived understanding of courses benefited more from questioning and inquiry-based instruction in developing their curiosity and exploration than those with low perceived understanding.
Educational Impact and Implications : This study provides compelling evidence that the instructional strategies implemented by teachers in high school classrooms can profoundly influence the development of students' curiosity and exploration. Notably, the impact of these strategies is contingent upon students' levels of understanding and academic achievement. For students who possess strong academic competence, instructional approaches that involve posing questions and encouraging inquiry prove highly beneficial in promoting their curiosity and exploration. Conversely, for students who face academic challenges, providing additional feedback or support to help them find the answer seems necessary to boost their curiosity and exploration. By employing effective instructional strategies tailored to individual students' competence levels, teachers can effectively cultivate curiosity and exploration within their classrooms.
... Curiosity is both a state and a trait (Kashdan et al., 2018;Silvia & Christensen, 2020). As a state, curiosity motivates a search for information (Cervera et al., 2020) and a desire to learn (Berlyne, 1978). Curiosity thus has direct links to aesthetic cognitivism; being curious about an artwork triggers a drive to understand and seek knowledge (Berlyne, 1960). ...
... For the latter, the artwork itself need not provide the knowledge but instead could inspire the desire to seek new knowledge. Curiosity is therefore a vehicle through which art can stimulate the search for new knowledge and understanding (Berlyne, 1978). ...
Aesthetic cognitivism refers to the proposition that art promotes knowledge and understanding. Despite its intuitive appeal, few empirical investigations have tested the validity of this philosophical claim. In our review, we outline prior arguments for and against aesthetic cognitivism. Then, with a focus on visual art, we discuss how empirical aesthetics and neuroscience can contribute to conversations about aesthetic cognitivism. We propose that engagement, broadly defined as the ongoing thoughts, feelings, and actions of a person in response to viewing an artwork, is necessary to acquire new knowledge and understanding, describe motivational states associated with learning, and posit who is most likely to experience these states to gain knowledge and understanding from art. Throughout the article, we discuss how, when, and what knowledge derived from engagement might be measured and modeled. By grounding aesthetic cognitivism in empirical aesthetics, researchers can generate and test hypotheses about art’s role in promoting knowledge and understanding.
... Curious information-seeking has long been identified as a key driver for learning (Baldwin & Moses, 1996;Berlyne, 1978;Bruner, 1961;Dember & Earl, 1957), and exciting empirical research has largely confirmed this assumption by gathering data in human adults, children and infants, as well as in non-human primates (Begus & Southgate, 2018;Gottlieb & Oudeyer, 2018;Gruber, Gelman, & Ranganath, 2014;Kang et al., 2009;Kidd & Hayden, 2015). The status of curiosity, however, remains debated. ...
... Another key aspect of curiosity -compatible with the idea that it constitutes a metacognitive feeling -is that it varies in valence and intensity. As observed by Berlyne (1978) and Loewenstein (1994), experiencing a conflict or detecting an informational gap may generate an aversive feeling, which in turn motivates the exploratory behavior predicted to suppress the unpleasant current feeling. This view is consistent with the idea that cognitive control depends on emotions that support the detection and resolution of cognitive conflicts (Inzlicht, Bartholow, & Hirsh, 2015). ...
Curious information-seeking is known to be a key driver for learning, but characterizing this important psychological phenomenon remains a challenge. In this article, we argue that solving this challenge requires qualifying the relationships between metacognition and curiosity. The idea that curiosity is a metacognitive competence has been resisted: researchers have assumed both that young children and non-human animals can be genuinely curious, and that metacognition requires conceptual and culturally situated resources that are unavailable to young children and non-human animals. Here, we argue that this resistance is unwarranted given accumulating evidence that metacognition can be deployed procedurally, and we defend the view that curiosity is a metacognitive feeling. Our metacognitive view singles out two monitoring steps as a triggering condition for curiosity: evaluating one's own informational needs, and predicting the likelihood that explorations of the proximate environment afford significant information gains. We review empirical evidence and computational models of curiosity, and show that they fit well with this metacognitive account, while on the contrary, they remain difficult to explain by a competing account according to which curiosity is a basic attitude of questioning. Finally, we propose a new way to construe the relationships between curiosity and the human-specific communicative practice of questioning, discuss the issue of how children may learn to express their curiosity through interactions with others, and conclude by briefly exploring the implications of our proposal for educational practices.
... . (Haury, 1993) (Berlyne, 1978) . (Naylor, 1981) ...
هدفت هذه الدراسة إلى بحث مدى فعالية أسلوب الاستقصاء الموجه في تنمية حب الاستطلاع والقدرات الابتكارية والتحصيل . وقد برمجت وحدتان من مادة العلوم بالصف الرابع الابتدائي بأسلوب الاستقصاء الموجه. كما أعد اختبارانلقياس حب الاستطلاع اللفظي والشكلي، ونتج عن تجريبهما مرتين الحصول على معاملات ثبات مناسبة ( 72،76) لحب الاستطلاع اللفظي ، و ( 78،80 ) لحب الاستطلاع الشكلي .
... Curiosity prompts infants to absorb new information through exploratory behaviours and then relate and assimilate it to their already existing understanding and knowledge of the world (Piaget, 1969). Berlyne (1978) suggests that cognitive uncertainty triggers an arousal state of curiosity, which in turn triggers more exploratory behaviour. When exploratory behaviour enriches an individual's store of knowledge, uncertainty is reduced, and learning occurs at the same time. ...
The research explored adults' curiosity about uncertainty levels using pupillometry. It also examined the link between pupillometry-measured curiosity, self-reported curiosity, trait curiosity, and pupil dilation. The research results indicate that the latency of maximum pupil dilation is strongly correlated with moderate blurriness, validating the moderate uncertainty paradigm. Additionally, there is a strong association between the peak amplitude of pupil dilation and trait curiosity. The findings of this experiment provide robust evidence for the correlation between pupil dilation and curiosity, confirming that adults exhibit the strongest curiosity when faced with moderate uncertainty, such as blurriness. The significant correlation between pupil dilation and trait curiosity is also validated, suggesting that the maximum peak of pupil dilation may be used to predict the degree of curiosity.
... Psychologists posit that interest arises when individuals notice the incongruity of information (Nunnally, 1981) or gaps in current knowledge (Loewenstein, 1994). Previous research has found that events marked by novelty, complexity, uncertainty, and conflict tend to kindle interest (Berlyne, 1978;McCall & Kennedy, 1980;McCall & McGhee, 1977;Walker, 1981). An entrepreneurial adversity poses uncertain, ambiguous, or equivocal situations that are not captured well by the existing knowledge (Townsend et al., 2018); thus, it evinces a knowledge deficit that ignites interest (e.g., "I don't know this. ...
As the business landscape escalates the level of uncertainty and thus profoundly disrupts entrepreneurship, it is crucial to understand risk-taking as a coping strategy for entrepreneurs with limited resources. Past studies have been fragmented: Some researchers have focused on creative risk-taking, whereas others have looked at unethical risk-taking. Little is known about how and when entrepreneurs respond to adversity in either a creative or an expedient manner. We posit that entrepreneurs respond to adversity by using either entrepreneurial bricolage behavior (EBB) or unethical pro-organizational behavior (UPB). Drawing from the emotivational account, we develop each theoretical model of bricolage and UPB to better understand how entrepreneurs’ emotional states play a critical role in their reactions to adversity. We theorize that, and test whether, entrepreneurial adversity is positively related to EBB and increase in EBB over time through increased interest when trait resilience is high. Also, we conceptualize and examine whether entrepreneurial adversity is positively related to UPB and increase in UPB over time through increased anger when trait resilience is low. We conducted a five-month longitudinal study of 100 entrepreneurs (482 observations). Our findings largely corroborated the hypotheses. Our study advances our understanding of entrepreneurs’ risk-taking by showing when and how they respond creatively or unethically.
... Curiosity is acknowledged as a driver of knowledge in a diverse range of scientific fields. Described by the (philosopher and psychologist) William James as 'the impulse towards better cognition' (James, 1983), it is widely argued to be an integral stage of human development (Hall and Smith, 1903;Berlyne, 1978;Dember and Earl, 1957;Kinney and Kagan, 1976;Sokolov, 1963). 2 Jean Piaget argued that the purpose of curiosity was to 'construct knowledge' through interactions with the world (Piaget, 2013). 3 ...
This paper relates curiosity to economic development through its impact on human capital formation and technological advancement in pre-modern times. More specifically, we propose that exposure to inexplicable phenomena prompts curiosity and thinking in an attempt to comprehend these mysteries, thus raising human capital and technology, and ultimately, fostering growth. We focus on solar eclipses as one particular trigger of curiosity and empirically establish a robust relationship between their number and several proxies of economic prosperity. We also offer evidence compatible with the human capital and technological increases we postulate, finding a more intricate thinking process and more developed technology among societies more exposed to solar eclipses. Among other factors, we study the development of written language, the playing of strategy games and the accuracy of folkloric explanations for eclipses, as well as the number of tasks undertaken in a society, their relative complexity, and broad technological indicators. Lastly, we document rising curiosity both at the social and individual level: societies incorporate more terms related to curiosity and eclipses in their folklore, and people who observed a total solar eclipse during their childhood were more likely to have entered a scientific occupation.
... Exploratory behavior, which is triggered by a change in the environment or its development, must be distinguished from instinctive behavior, which is triggered by key stimuli. Marked exploratory behavior can undoubtedly be regarded as one of the most important predictors of the evolutionary success of groups of animals such as primates, whose high fi tness is largely determined by their cognitive abilities [Berlyne, 1978;Keller et al., 2012]. A comparative approach is traditionally used to study the cognitive abilities of primates [Schmitt et al., 2012;Petit et al., 2015;Joly et al., 2016]. ...
Levels of exploratory ability were studied in four species of lower monkeys: green monkeys (Chlorocebus aethiops), cynomolgus monkeys (Macaca fascicularis), rhesus macaques (Macaca mulatta), and hama-dryas baboons (Papio hamadryas). Assessments were made on the basis of indicators such as the level of exploratory activity, the dynamics of exploratory activity, and the diversity of exploratory activities. The results obtained here indicate that these parameters had higher levels in cynomolgus monkeys and hamadryas baboons than rhesus macaques and green monkeys.
... Belirsizliği gidermek ve dünyayı anlamlandırmak için bireylerin keşif niyetini ve davranışını harekete geçiren motivasyonel bir durum olarak tanımlanan merak (Berlyne, 1978), psikolojide güçlü bir dürtü olarak kabul edilmiştir. Berlyne (1966) bireyin bilgi veya uyarımı keşfetme isteğinin kişinin iç motivasyonu aracılığıyla gerçekleştiğini gözlemlemiştir. ...
Bu araştırmanın temel amacı Chen & Hsu (2021) tarafından geliştirilen keşfedici merak ölçeğinin Türkçeye uyarlanmasıdır. Bu amaç doğrultusunda motosikletli turistler üzerine bir araştırma gerçekleştirilmiştir. Araştırma kapsamında 195 motosikletli turiste kolayda örnekleme yöntemi ile ulaşılmıştır. Araştırmada elde edilen verilerin geçerlik ve güvenirlik analizleri gerçekleştirilmiştir. Yapılan doğrulayıcı faktör analizi sonucunda keşfedici merak ölçeğinin model uyum değerlerinin iyi uyum gösterdiği belirlenmiştir. 4 boyut ve 18 maddelik ilk tasarlanan haliyle Türkçeye uyarlanan ölçeğin geçerli ve güvenilir bir ölçme aracı olarak kullanılabileceği ifade edilebilir. Literatürde farklı keşfedici merak ölçeklerinin var olduğu bilinmektedir. Ancak Chen & Hsu (2021) tarafından geliştirilen ölçeğin özellikle turistlerin keşfedici merak düzeylerini ortaya koymak amacıyla oluşturulduğu ve bu bağlamda turizm literatüründe gelecekte yapılacak çalışmalara bir temel oluşturabileceği düşünülmektedir.
... The good intentions underlying this act are evident in the items used to measure this construct, including "I try to improve work processes by making innovative suggestions" and "I keep thinking about a problem until I've solved it" (Mussel et al., 2012, p. 111). Understandably, then, workplace curiosity, is generally considered a well-intentioned act within the broader curiosity literature (e.g., Berlyne, 1962;Berlyne, 1978). As noted earlier, research on the positive effects of curiosity has dominated the existing workplace curiosity literature (Lievens et al., 2022); however, in order to fully understand workplace curiosity, multiple calls have been made for researchers to give increased attention to its unintended negative consequences, which was described as "downright interesting" (Kashdan, 2009, p. 1;Lievens et al., 2022). ...
... Curiosity, as a relatively under-researched construct, but also as an important addition to PP (Pawlak et al., 2022), refers to the desire for knowledge and is the antecedent to volitional and exploratory behaviour (Berlyne, 1978). Additionally, curiosity relates to feelings of uncertainty and motivational needs through exploring new knowledge and experiences (Litman, 2005;Litman & Spielberger, 2003). ...
... Hence, it can be concluded that if any learning and teaching process is armed with curiosity then the learning will occur spontaneously. The natural curiosity of human beings resulted in the development of scientific research with huge acceleration (Berlyne, 1978;Loewy, 1998). ...
The book is tenth in the series of the edited ‘Research Methodology’ book published by Prestige Institute of Management and Research Gwalior.
The book is sanctification for the new researchers by showcasing basic research paradigms. The previous nine series of edited books have a well-defined guideline to write research papers. All the previous books in the series are focused on ‘steps to be followed while writing a research paper’, by elaborating step by step discussion of each section of a research paper. the series also enhances the acquaintance of a researcher on ‘Review of Literature’, ‘common tools of data analysis’ ‘referencing’ and ‘formatting’ of the manuscript. The current series in extension to the content presented in early series. Thus including a ‘Basics of
Econometrics’ as the first chapter from researcher perspective. The chapter is focused on ‘Econometrics’ nuances thus highlighting its use in the research. The chapter is framed in such a manner that will help the researcher to augment the use of ‘Econometrics’ at managerial level and to forecast future developments in economy leading to better decision making. The second chapter is on ‘Mendeley’ which is a boon to new era scholars to follow a systematic approach towards literature and managing references. The chapter is more practical thus provides steps to use ‘Mendeley’.
... In addressing this issue, studies such as in [17] suggest that curiosity is a malleable skill that we can explicitly promote in classrooms via training specific information-seeking behaviors. Even further, and beyond practicing such behaviors, research such as [4,22,23] suggest that training epistemic curiosity requires working on specific metacognitive skills that are involved in its process, such as the ability to evaluate and monitor one's own knowledge. ...
... Zur Charakterisierung von Interesse lässt sich auf Kognitionsebene zunächst ein hohes Maß der Vernetzung und eine stark differenzierte Struktur des Wissens zu interessierenden Lerngegenständen nennen (Krapp 2002). Gleichzeitig herrscht auch ein Drang nach mehr Wissen vor, ähnlich dem epistemischen Charakter von Neugier (Berlyne 1978). Darüber hinaus bezieht sich Interesse auf die Emotionen und Wertüberzeugungen des Individuums (Schiefele 2009b). ...
The development of interests is considered to be an essential goal of science education, so that context-oriented teaching has become increasingly important. Following the empirical finding that the orientation of subject content to real-life contexts can increase the interest of students in learning situations, the question arises as to which contexts are particularly suitable for this purpose. In this context, the present study takes up arguments from the discussion about interdisciplinary science education and uses contexts from the domains of biology and technology, which are perceived as interesting by either girls or boys, to embed learning content. In an online study (\(N=298\)), we systematically test to what extent contexts originating from these subject areas are able to increase situational interest during work at learning stations on the energy concept and what influence individual factors show in this regard. Multilevel regressions with random intercept at the person level show a positive influence of biological contexts on the emotion-related situational interest of female students, while the use of technical contexts was able to increase this component of situational interest in male students. The value-related component of situational interest can also be increased by using contexts of a preferred subject area. Overall, it is clear that especially the emotional component of situational interest can be influenced by the variation of the context, whereas the value-related component is mainly conditioned by the individual interest in physics. Self-concept and academic performance show no significant influence when individual interest is taken into account. For school practice, the importance of selecting appropriate contexts becomes clear in order to be able to promote potentially stable interests by showing the relevance of subject content.
... Diese zumutbare und zugleich motivierende Mischung von Bestätigungen und Perturbationen fördert zudem die Auseinandersetzung mit dem Problem (Piaget, 1992). Berlyne (1978) spricht dabei vom "cognitive conflict" und Benner (2000) fordert die Auseinandersetzung mit "paradigmatischen Fällen". ...
Der schillernde Begriff der Komplexität, der sich in Begriffen wir "Komplexe Intervention" oder "Kompetenzen zur Lösung hochkomplexer Aufgaben" zeigt, wir in diesem Buch theoretisch gefasst und Bezüge zur Expertiseforschung hergestellt.
... Выраженное исследовательское поведение, несомненно, можно рассматривать в качестве одного из важнейших предикторов эволюционного успеха такой группы животных, как приматы, высокая приспособленность которых в значительной степени определяется когнитивными способностями. (Berlyne, 1978;Keller et al., 2012). Традиционно используемым подходом при изучении когнитивных способностей приматов является сравнительный подход (Schmitt et al., 2012;Petit et al., 2015;Joly et al., 2016). ...
Проведено изучение уровня исследовательской способности у четырех видов низших обезьян: зеленых мартышек (Chlorocebus aethiops), макаков яванских (Macaca fascicularis), макаков резусов (Macaca mulatta) и павианов гамадрилов (Papio hamadryas). Оценка производилась по таким показателям, как уровень исследовательской активности, динамика исследовательской активности, разнообразие исследовательской деятельности. Обнаруженные результаты указывают на более высокий уровень исследуемых параметров у макаков яванских и павианов гамадрилов в сравнении с макаками резусами и зелеными мартышками.
... However, unlike non-humans, there is a special type of curiosity that only humans have, called epistemic curiosity. Epistemic curiosity can be defined as the desire for information and knowledge that motivates people to exploratory behaviors (Berlyne, 1978). Simply put, it is the need for information and the motivation to meet this need through exploration (Grossnickle, 2016). ...
... Observed behavior and dialogue related to curiosity driven by exploration of an unfamiliar/relatively unfamiliar object. Curiosity driven by exploration is defined as a willingness to engage and investigate without fear but with a degree of uncertainty being present [64,65]. In this case, exploration relates to play (playing with the food in general), investigation, and taste (trying a novel food). ...
Promoting children’s healthy food behavior is important in reducing the risk of developing obesity; it is therefore relevant to investigate methods to promote healthy food choices. This study’s aim was to investigate differences in rejection–acceptance mechanisms related to unfamiliar foods depending on the inclusion of tactile exercises prior to cooking and food origin. Participant observation was applied in a school setting. Eight fifth and sixth grade classes were recruited from four Danish schools (n = 129). The classes were divided into two groups: animal (AG; quail) and nonanimal (NAG; bladderwrack). AG and NAG were subdivided into two groups: food print (FP) and no food print (NFP). Applied thematic analysis was applied. During preparation/cooking, NFP displayed disgust-related rejection, whereas FP displayed inappropriateness-related rejection. FP exhibited more playful behavior. Inappropriateness and animalness drove AG rejection. NAG rejection was driven by the slimy texture of the food and the perception of it ‘not being food’. Acceptance was driven by taste and familiarity. In conclusion, the inclusion of tactile exercises could increase children’s exploratory food behavior, and the promotion of children’s healthy food behavior should not solely focus on choosing foods deemed safe and familiar, since, despite rejection during cooking, acceptance is ultimately possible.
... Epistemic curiosity is the general desire for knowledge, a motive to learn new ideas, resolve knowledge gaps, and solve problems, even though this may entail effortful cognitive activity (Berlyne, 1960(Berlyne, , 1978Loewenstein, 1994;Litman and Lunsford, 2010). Stimulus novelty, surprisingness, or incongruity, can trigger curiosity. ...
If a user is presented an AI system that portends to explain how it works, how do we know whether the explanation works and the user has achieved a pragmatic understanding of the AI? This question entails some key concepts of measurement such as explanation goodness and trust. We present methods for enabling developers and researchers to: (1) Assess the a priori goodness of explanations, (2) Assess users' satisfaction with explanations, (3) Reveal user's mental model of an AI system, (4) Assess user's curiosity or need for explanations, (5) Assess whether the user's trust and reliance on the AI are appropriate, and finally, (6) Assess how the human-XAI work system performs. The methods we present derive from our integration of extensive research literatures and our own psychometric evaluations. We point to the previous research that led to the measurement scales which we aggregated and tailored specifically for the XAI context. Scales are presented in sufficient detail to enable their use by XAI researchers. For Mental Model assessment and Work System Performance, XAI researchers have choices. We point to a number of methods, expressed in terms of methods' strengths and weaknesses, and pertinent measurement issues.
... However, such a view masks the important contribution other, more basic psychological processes, such as emotional responses, make to our engagement with possibility. Surprise, for instance, helps us become aware of a new stimulus in our environment and curiosity can prompt us to explore it further and, in the process, discover new meanings and affordances (Berlyne 1978). Perception itself is infused by the possible inasmuch as it does not build a replica of what exists in the world, but it is always driven by present concerns and already oriented toward the future (Gibson 1979). ...
As the science that studies the mental functioning, behavioral expression and contextual embeddedness of human beings, psychology is well equipped to deal with questions related to the possible and, more specifically, to human possibility (and impossibility). This entry examines seven main branches – general psychology, developmental psychology, individual differences, social psychology, clinical psychology, organizational psychology, and educational psychology – and focuses on: a) how the notion of the possible and associated concepts are employed by key theories; b) what the consequences of focusing on human possibility – and its inter-play with impossibility – are for our understanding of psychology’s sub-disciplines; and c) what new questions we could raise and studies we could conduct that would place psychology at the heart of the emerging field of possibility studies. The aim is to offer a prospective look at old psychological questions, one that integrates agency, indeterminacy, multiplicity, and the future into our concerns, research, and practice.
... However, such a view masks the important contribution other, more basic psychological processes, such as emotional responses, make to our engagement with possibility. Surprise, for instance, helps us become aware of a new stimulus in our environment and curiosity can prompt us to explore it further and, in the process, discover new meanings and affordances (Berlyne 1978). Perception itself is infused by the possible inasmuch as it does not build a replica of what exists in the world, but it is always driven by present concerns and already oriented toward the future (Gibson 1979). ...
Henri Bergson (1859–1941) contributed major philosophical works on time, consciousness, evolution, and morality. His thinking remains central to debates on fundamental issues within philosophy and social science, particular around “process ontology.” Bergson’s work was of enormous influence to early-twentieth-century social science, and has seen a resurgence in the twenty-first century. This is in part due to the reception of Gilles Deleuze’s work, which engaged extensively with Bergson. In this entry, we focus on Bergson’s treatment of the relationship between “the possible” and “the real.” Bergson inverts the Platonic organization of these terms, where the real is constituted by the selection of ideal forms of possible. Bergson argues that this makes it impossible to understand how “unforseeable novelty” might emerge in the world. The possible is instead a “mirage” retrospectively posited as prior to the real. This treatment is part of a broader project of overcoming metaphysical mistakes which consist in seeing one philosophical term as adding fullness and positivity to another. In its place, Bersgson offers an account of life as dynamic, autopoietic emergence. In the final part of the entry we describe how an engagement with Bergson can afford social science approaches to memory, imagination, and lived experience as emergent patternings of life responding to life.
... Curiosity is defined as a need, thirst or desire for knowledge, and it is a control to motivation (Berlyne, 1998). The students with high curiosity will have great desire to question the gaps in the learning, seek exploratory information and knowledge, answer particular questions, and have good attention in learning (Dweck, 2006). ...
This study aimed to evaluate an English for Academic Purposes (EAP) textbook by examining English as a Foreign Language (EFL) graduate students’ beliefs about the textbook through metaphor analysis in a Chinese University setting. This is mainly a descriptive research in nature, and a qualitative research method was employed, supplemented by a quantitative method. The participants of the study are a total of 147 first-year EFL graduate students from a public university in the city of Beijing, China. This evaluation revealed that the EAP textbook provided joy, security, grit, and curiosity for theses students, and at the same time, it was reported as old-fashioned, exam-oriented and teacher-directed. It would be more appropriate with some modifications and also with some additional materials to meet the needs of the EFL graduate students, and some possible implications for teachers and researchers were also suggested in the study.
... Curiosity is defined as an internal state occasioned when subjective uncertainty generates a tendency to engage in exploratory behaviour aimed at resolving or partially mitigating the uncertainty (Berlyne, 1978). Curiosity can improve asking questions and making inquiries. ...
p style="text-align: justify;">The aim of the study is to examine the pre-service teachers’ problem solving skills and curiosity levels according to different variables and to determine whether there is a relationship between them. The research was designed as a descriptive study in the survey model. The sample of the study consists of 1st and 4th grade pre-service teachers in the departments of German, Science, English, Mathematics, Music, Pre-school, Painting, English, Mathematics, Turkish Language Teaching at a university in Turkey. “Curiosity Scale” adapted into Turkish by Demirel and Diker Coskun, “Problem Solving Inventory” adapted into Turkish by Sahin, Sahin and Heppner and “Personal Information Form” prepared by the researcher were used as data collection tools. In the analysis of the data obtained, SPSS-Windows 22.00 package program was used and descriptive statistics and parametric tests were applied in accordance with the sub-problems of the study. In addition, a correlation analysis was conducted to determine whether there was a relationship between pre-service teachers’ problem solving skills and curiosity levels. Based on the findings, suggestions about the problem solving skills and curiosity levels of the prospective teachers were presented.</p
... In the twentieth century, the concept of curiosity was vital in Vygotsky and Piaget's theories on the development of cognitive processes in childhood (Pluck & Johnson, 2011). Curiosity was introduced into educational research in the mid-twentieth century (Berlyne, 1978;Day, 1982;Markey & Loewenstein, 2014). Such an effective power of curiosity, which is seen as a wonder of the human mind, has brought up the priority of encouraging curiosity in education and training systems (Lindholm, 2018). ...
In recent years, interest in curiosity-related studies in the national education literature has increased. However, there is a research gap in the studies related to the social curiosity of individuals and measuring this type of curiosity. The current research aimed to adapt the Social Curiosity Scale (SCS) developed by Renner (2006) into Turkish to contribute to the national literature. Undergraduate and graduate students studying at Turkish state universities constitute the research sample. The original scale consists of ten items which form two dimensions. Sclae’s Turkish version’s exploratory (n=279) and confirmatory (n=310) factor analyzes were performed. In the exploratory factor analysis, the total variance explained by the two-factor and 9-items Turkish form is 63.70%. The first and second level confirmatory factor analyses confirmed the two-factor model (General Social Curiosity and Covert Social Curiosity) obtained before as a result of exploratory factor analysis. Finally, the whole process has revealed that the Turkish version of the Social Curiosity Scale is a valid and reliable measurement tool that measures the social curiosity level of individuals. It is thought that the scale will contribute to research in many fields such as psychological counseling, media research, and education.
... Adanya situasi ambigu ini mendorong orang untuk mencari tahu dan bereksplorasi untuk menyelesaikan ketidakpastian karena situasi baru, kompleks, dan ambigu dapat memicu rasa ingin tahu (Berlyne, 1960). Keingintahuan dianggap sebagai kombinasi unik dari emosi dan motivasi yang mendorong pencarian informasi dan perilaku eksplorasi untuk menyelesaikan ketidakpastian atau pengalaman yang tidak diketahui (Berlyne, 1978). Berlyne (1954) mendefinisikan rasa ingin tahu sebagai keinginan untuk memperoleh informasi dan pengetahuan baru. ...
Toleransi ambiguitas dan usia diduga memiliki hubungan interaktif yang berpengaruh terhadap rasa ingin tahu individu. Penelitian sebelumnya menunjukkan bahwa usia berpengaruh secara negatif terhadap rasa ingin tahu individu, namun ada juga beberapa penelitian yang menunjukkan hasil yang tidak konsisten. Penelitian ini bertujuan untuk mengetahui (1) apakah ada hubungan antara toleransi ambiguitas dan rasa ingin tahu; dan (2) apakah usia berperan sebagai moderator pada hubungan antara toleransi ambiguitas dan rasa ingin tahu. Penelitian ini dilakukan dengan metode cross-sectional survei secara daring. Sebanyak 196 partisipan berusia diatas 18 tahun (M=29.4; SD=12.5) menjawab pertanyaan dari skala Curiosity and Exploration Inventory-II dan skala Multiple Stimulus Types Ambiguity Tolerance-II. Analisis data dilakukan menggunakan teknik moderated regression analysis dengan metode bootstrap. Hasil penelitian menunjukkan bahwa toleransi ambiguitas memiliki efek yang kuat dengan rasa ingin tahu secara signifikan. Sedangkan, hasil moderasi antara toleransi ambiguitas dan usia memiliki efek yang tidak signifikan.
... Curiosity is usually defined as an individual's psychological desire to explore novelty and the unknown (Berlyne, 1978). According to the information gap theory, information gaps occur in uncertain situations, in which an individual's curiosity is aroused and they will take further actions to meet their cognitive needs (Loewenstein, 1994). ...
Since 2019, China has gradually seen a “blind box” boom, and young people have quickly become the main buying force of blind boxes, promoting the continuous development of the blind box industry. Previous studies have shown that uncertainty in events with positive prospects can play a more positive role than certainty. However, how does uncertainty in the blind box affect consumers’ emotions and cognition and trigger subsequent consumption decisions? To clarify the internal mechanism of this process, this paper takes the blind box as the research object and constructs the mechanism model of perceived uncertainty on consumers’ impulsive purchase intention, based on Stimulus-Organism-Response (SOR) theory. In addition, the curiosity variable and perceived luck variable are introduced according to the information gap theory and optimism theory. On this basis, we conduct an empirical analysis by means of a questionnaire survey. The results show that perceived uncertainty has a positive impact on consumers’ impulsive purchase intentions, in which curiosity plays a mediating role. Besides, perceived luck positively moderates the impact of perceived uncertainty on impulsive purchase intention. This study clarifies the internal impact of perceived uncertainty on impulsive purchase intention of the blind box and enriches the basic theory of uncertainty reward and purchase intention. At the same time, we also offer related recommendations for future enterprises to learn from the marketing model of uncertain rewards.
The theoretical foundation of this study is anchored in Self-Determination Theory (SDT), which posits that motivation is driven by three innate needs: autonomy, competence, and relatedness. This theory provides a valuable lens through which to analyze digital learning platforms, as it emphasizes the importance of designing learning experiences that support students’ psychological needs, thereby fostering a deeper, more intrinsic motivation to learn. Through this theoretical framework, the research seeks to identify key features of the IXL learning digital platform that align with motivational best practices, aiming to offer actionable insights for educators and developers in the field of educational technology.
Research aimed at generating new knowledge is the heart of the scholarship of discovery. The author of this paper explores how original research ideas can be generated for formal investigations and artsciencing. Curiosity and creativity are presented as “seeds” for originating ideas, and seven patterns (adjacent possible, liquid networks, the slow hunch, serendipity, error, exaptation, and platforms) are described as synergistic potentiators for geminating original research ideas.
Interactive digital narrative (IDN) is a form of expression by a computer-based system with broad potential for virtual reality (VR) application. This study investigates the experience factors to clarify what it is like to shape the values of individuals and groups through VR storytelling. An IDN experience matrix is proposed for the design and evaluation of VR storytelling. This approach is based on the communication theory to map a bottom-to-up 3 × 3 structure, crossing the design process and perception level. Its usefulness was demonstrated by investigating 31 participants with a digital media background. The results show that the approach could be applied to understanding the cognitive experience of stories in VR and provides designers with an idea of how to improve the effect of shaping values. In addition, the matrix will be validated in more testing and evaluating of VR works in further study.KeywordsVR StorytellingInteractive Digital NarrativeEvaluation MatrixCommunication theory
This research demonstrates that the persuasiveness of concrete versus abstract communication in advertisers’ promotional messages depends on how (un)certain people feel. Three lab experiments and one study conducted in a natural setting provide converging evidence that uncertainty (versus certainty) increases the appeal of products advertised concretely (i.e. more specific, tangible, less open to interpretation) rather than abstractly, while keeping content similar. We demonstrate the effect across different types of uncertainty, product ads and slogans, three different languages, and a range of products, increasing the external validity of the findings. The results indicate that the effectiveness of concrete communication is critically determined by the level of (un)certainty people experience, which provides important insights for advertisers and communication officers.
Humans are avid explainers: We ask “why?” and derive satisfaction from a good answer. But humans are also selective explainers: Only some observations prompt us to ask “why?” and only some answers are satisfying. This article reviews recent work on selectivity in explanation-seeking curiosity and explanatory satisfaction, with a focus on how this selectivity makes us effective learners in a complex world. Research finds that curiosity about the answer to a “why” question is stronger when it is expected to yield useful learning and that explanations are judged more satisfying when they are perceived to support useful learning. Although such perceptions are imperfect, there is nonetheless evidence that seeking and evaluating explanations—in the selective way humans do—can play an important role in learning.
We conducted an empirical test of Gottfredson and Hirschi’s, 1990 A General Theory of Crime in this exploratory study to introduce the concept of curiosity to criminological theory. Specifically, we tested whether self-control was significantly associated with curiosity and whether curiosity significantly predicted a crime/deviance index beyond the effects of self-control. An original eight item curiosity scale was created that measured both an attitudinal curiosity dimension and a behavioral curiosity component and compared the ability of this new measure with the capability of the most commonly used self-control scale in predicting a crime/deviance index. Data was derived from a convenience sample of college students. As theoretically predicted, self-control was significantly correlated with curiosity, and the curiosity scale significantly predicted the crime/deviance index, beyond the effects of the self-control scale. More conservative tests demonstrated that curiosity also significantly predicted involvement in more specific illegal/deviance measures, including those involving somewhat serious delinquent/criminal conduct. The findings led us to conclude that curiosity may be another additional cause of crime/deviance beyond the effects of self-control, curiosity explains more than just involvement in exploratory types of illegal/deviant behavior, and that curiosity has been an overlooked concept in the crime/deviance decision-making process.
Despite the several attempts to rework on his ideas, using non-mainstream approaches, George L. Shackle has remained an outsider in the economic discipline. Shackle, however, if we take seriously what he thought of economics, as a discipline concerned with a subject that is not self-contained but open-ended and impermanent, is not a man alone. Starting from an assessment of Shackle’s understanding of choice as originative and creative, the paper argues that Shackle should be rescued from the role of a nihilist where he is often relegated. In this perspective, a fundamental key to assessing the originality and anticipatory character of Shackle’s contribution can be found in the recent developments of several “friendly” disciplines such as the psychology of motivations and of self-rewarding actions, narrative as the “science” of the possible and the role of calendar time in choice theory. In fact, all these novel rethinkings can contribute to the understanding of Shackle’s main point, that human (and therefore economic) agents are active, creative enterprisers, who cut the deterministic thread by injecting the new in history to come, in making a difference in the future courses of action.
What kinds of impacts can visual art have on a viewer? To identify potential art impacts, we recruited five aesthetics experts from different academic disciplines: art history, neuroscience, philosophy, psychology and theology. Together, the group curated a set of terms that corresponded to descriptive features (124 terms) and cognitive‐affective impacts (69 terms) of artworks. Using these terms as prompts, participants (n = 899) were given one minute to generate words for each term related to how an artwork looked (descriptive features) or made them think or feel (cognitive‐affective impacts). Using network psychometric approaches, we identified terms that were semantically similar based on participants' responses and applied hierarchical exploratory graph analysis to map the relationships between the terms. Our analyses identified 17 descriptive dimensions, which could be further reduced to 5, and 11 impact dimensions, which could be further reduced to 4. The resulting taxonomy demonstrated overlap between the descriptive and impact networks as well as consistency with empirical evidence. This taxonomy could serve as the foundation to empirically evaluate art's impacts on viewers.
This investigation aimed to determine the best pedagogical approach to sustain mathematics curiosity among elementary students. It reports a comparative pedagogy of three popular modes of course delivery— face-to-face, online, and blended— in terms of their potential to excite students' curiosity. A design study was conducted in a government-run Indian elementary school among 200 fifth-grade students randomly divided into three groups taught in three different modes. Students' levels of curiosity were tested before and after the experimentation. The pre- and post-test data were analyzed quantitatively using one-way ANOVA. Findings revealed that students who taught in the blended mode exhibited the highest level of curiosity compared to the rest of the two modes. The difference in curiosity level between the blended and the face-to-face mode was intense while the difference between the blended and the online mode was weak. Therefrom, the authors conclude that the blended mode could be the most effective pedagogical approach for elementary mathematics to keep students curious.
Modern artificial intelligence systems require class-incremental learning while suffering from catastrophic forgetting in many real-world applications. Due to the missing knowledge of past data, performance substantially degrades. Recent methods often used knowledge distillation and bias correction to avoid catastrophic forgetting caused by cognitive bias. However, since these methods mainly learn all samples indiscriminately, the model is hard to learn what it truly needs from the data stream to balance the new and old knowledge, leading to inevitable forgetting. Instead of considering each sample indiscriminately, the model should learn from its curious samples automatically. To tackle this problem, we propose a curiosity-driven class-incremental learning approach via adaptive sample selection for learning a more generalized model with fewer ineffective updates. Specifically, our method quantifies the model’s curiosity in each sample by two properties: uncertainty and novelty. Our model learns informative samples selectively during training utilizing the proposed uncertainty property, which benefits the classification decision boundary. In light of the imbalanced data, a novelty property is used to selectively optimize the model by employing dissimilar samples, endowing it with more robustness and less cognitive bias. Our method successfully reduces catastrophic forgetting and can be flexibly incorporated with other techniques. Extensive experiments and in-depth analysis on the CIFAR-100, Tiny-ImageNet and Caltech-101 datasets show that our approach outperforms competing methods for class-incremental learning in terms of preventing catastrophic forgetting.
Collaborative learning offers numerous benefits to learners, largely due to the dialogue that is unfolding between them. However, there is still much to learn about the structure of collaborative dialogue, and especially little is known about co-creative dialogues during learning. This paper reports on a study with learners engaged in co-creative tasks where the learners wrote code to create a song and while engaging in textual dialogue as they did so. After gathering the textual dialogue and the actions within the interface, we learned a hidden Markov model (HMM) to reveal co-creative states. The seven-state model revealed four states primarily composed of coding actions that included browsing the curriculum documents, working in the code editor, compiling the code successfully, and receiving a compile error. The remaining three states are primarily composed of dialogue that can be characterized as social, aesthetic, and technical dialogue. Next, we analyzed the relationships between the co-creative states revealed by the HMM and students’ partner satisfaction scores from a post-survey. The results reveal the relative frequency of actions in certain states and some transitions between states were predictive of partner satisfaction. For example, partner satisfaction was negatively associated with the Compilation Error state and with the relative frequency of transitions from the Curriculum Browsing state to the Code Editing state. Partner satisfaction was also negatively associated with the relative frequency of transitions from the Aesthetic Dialogue state to the Technical Dialogue state and the Code Editing state. This line of investigation reveals how co-creative processes are associated with partner satisfaction, and holds the potential to inform scaffolding for collaborative learning.
21 young adults and 41 kindergarten children performed repeated blocks of trials of simple auditory reaction time (RT), sometimes for incentives, sometimes not, while EEG and other physiological responses were recorded. Children differed from adults in that they manifested (a) no covariation between quality of performance and level of physiological activity; (b) far lower intra-individual correlations between one physiological response and another; (c) no adaptation over the session; (d) far weaker relations between preparatory (interstimulus) intervals and RT; and (e) increases, rather than decreases, in the amplitudes of the various EEG frequencies with increasing motivation and physiological activity. These differences were considered in the light of certain important similarities in response between the children and various groups of adults. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Rats trained to press a lever for water reinforcement were given electric shocks of increasing intensity before being placed in the Skinner box on each of 7 successive days. At each testing the rats were under 24-hour water deprivation. On the 1st 2 days the number of lever presses increased, but then decreased continuously as shocks exceeded 0.16 milliamperes. Heart rate increased continuously with intensity of stimulation. A theory of general activation is discussed. (English summary) From Psyc Abstracts 36:02:2EF61D. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The authors tested the hypothesis that information deprivation functions as a motivational variable and that information-deprived Ss will execute with increasing frequency instrumental responses which cause an increasing amount of information to be introduced into the environment. College Ss served in a condition of information deprivation produced by isolation in lightproof chambers for 8- or 12-hr. periods. In 2 experiments support was found for the view that information deprivation functions as a drive variable in the same sense as the homeostatic, biological drives. (17 ref.) From Psyc Abstracts 36:04:4CC26J. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examines current theories of psychology, including the view that psychology is undergoing a paradigm shift and that the paradigm due for suppression can be identified with "behaviorism." It is suggested that, although a return to C. L. Hull's behavior theory (1930) can scarcely be advocated, some characteristics of Hull's approach which have now been widely abandoned, could with advantage be revived. These include (a) the objective of integration, (b) attention to motivational problems, and (c) the recognition of the important contrasts, as well as continuities, between behavior controlled by symbolic processes and behavior not so controlled. These might avoid the opposite shortcomings of contemporary Skinnerian and neo-cognitivist positions. (52 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Recorded the GSR component of the orienting reflex (OR) for 4 groups of 11 undergraduates. Ss viewed 7 numeric stimuli presented sequentially, then a test stimulus (TS) which was out of sequence by 3 or 15 units, followed by a resumption of the sequence. It was found that ORs to the TS were a function of the amount of disparity between that TS and the "expected" stimulus and that direction of that disparity was not an effective manipulation. There were no such systematic changes in OR recovery to the following in-sequence stimulus. Results are consistent with previous research using both numeric and simple sensory stimuli and to Y. Sokolov's account of the OR. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The heart rate (HR) of male hooded rats was recorded in their individual home cages for three weeks. Then they were deprived of water (Group 1, N = 6) or food (Group 2, N = 10) up to 96 h. Immediately after the deprivation period water (for Group 1) and food (for Group 2) were placed in their home cages. Under these conditions, HR was recorded. During the deprivation period, the HR of Group 1 increased linearly with the duration of deprivation, and that of Group 2 showed an inverse U-shaped function. During the postdeprivation period, the HR of both groups sharply increased about lOmin after food or water was placed in their cages. These findings suggest that HR is clearly influenced both by deprivation and by consummatory activities.
The development of electronic computers has made it possible to transfer to them a number of the "intellectual" functions of man. At present such machines are being employed to model broader and broader regions of man's psychological activity. One of the most important problems in this connection is the building of "perceptive machines," such as reading machines, "the printing phonograph" and so forth. Perceptive machines are a necessary element in the development of automatic equipment to operate in complicated environments.
While activation has proved to be a very useful concept in understanding behavior, theoretical and practical problems concerning physiological measurement have reduced its utility. Controlled self-report is suggested as an alternative measurement form, and data from several studies are presented indicating the validity of the Activation-Deactivation Adjective Check List (AD-ACL), an objective self-report measure of transient levels of activation. Factor analytic studies yielded four AD-ACL factors representing different points on a hypothetical continuum. These factors correlated substantially with physiological variables and reflected significant activation changes as predicted from diurnal sleep-wakefulness variations and from an impending college examination. The relative merits of self-report and individual peripheral physiological measures in the assessment of activation are discussed.
Giving rats opportunity to explore an enclosed or an elevated alleyway permitted study of exploratory drive in situations arousing different intensities of fear. It was concluded that such novel situations may induce approach avoidance conflict behavior. It was further found that strength of fear drive to novel situations declines as a function of time of direct exposure; after a period of non-exposure, spontaneous recovery of the fear reaction may be observed, "the magnitude of which depends upon the amount of fear extinguished to that stimulation on previous occasions."
Use of concurrent variable-interval performances confirms that more-complex visual patterns have greater reinforcement value for human subjects than less-complex patterns. The findings tally with verbal evaluative ratings and with results of previous experiments using a discrete-trial binary-choice technique.
It is held that many of the current problems in the field of motivation arise from the acceptance of a conceptual nervous system of an earlier day. To develop this thesis, the author examines the concept of motivation as it relates to the conceptual nervous systems of the period before 1930, of the period 10 years ago, and of today. It is shown that today's physiology provides common ground for communication among the differing conceptions of motivation. 51 references. (PsycINFO Database Record (c) 2006 APA, all rights reserved).
Includes 14 papers which review and present new findings on reactions to art and the psychological processes which operate in aesthetic appreciation. Topics include verbal and exploratory responses to visual and auditory patterns varying in uncertainty level; the measurement of novelty, complexity, and interestingness; hedonic tone and reward value of exposure to paintings; and correlates of humor. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The author presents a discussion of the steady states (homeostases) of the body, with the explanation, so far as such is possible, of the mechanisms controlling such conditions. The account is closed with analogies between the regulation of the body and the regulation of social processes. Brief bibliography. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This book presents empirical data from a number of simple conditioning situations and a theoretical structure or schema that has as its primary purpose the integration (derivation) of these data. The book attempts to show how the theory, developed on the basis of these simple conditioning experiments, may be extended to more complex types of behavior phenomena such as selective and paired-associate learning. In addition to these empirical and theoretical objectives emphasis has been placed on the discussion of some of the problems and issues that arise in connection with such theoretical formulations. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The basic thesis of this work is "that all behavior is an attempt to preserve organismic integrity by 'homeostatic' restorations of equilibrium… ." An effort is made to establish the continuity between the organism's overt reactions and the self-regulatory processes of organ systems. The author is critical of the conventional avoidance of basic philosophical problems and theoretical constructions, pointing out that no science can escape the need for theory. An extension of Cannon's principle of homeostasis is applied to behavioristic theory, to related motivated behavior, to the action of organ systems. It is claimed that description of total neuromuscular homeostasis will offer direct measures of dynamic behavior wholes which will ultimately "outfield" the field theories. One example: "set-expectancies are tentative and antecedent homeostatic adjustment acts, developed in response to minimally displacing stimulus cues and preparing the channelization of discharge through some particular response outlets which, if not so prepared, would function only through a greater displacement to general equilibrium." 151-item bibliography. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A survey of studies on color and form preference, musical expression, and the appreciation of poetry. Harvard Book List (edited) 1971 #417 (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Emphasizes the spontaneous activity of the organism (that is occasioned by internal stimuli) in contrast to the typical sensory discrimination or motor learning problem, in which the capacity of the organism to respond to definite external stimuli is measured. A sound-proof dark room in which the temperature was kept constant and in which odors were eliminated by means of a ventilation system was used. The measurement of the activity of the rat was made in terms of the number of times a revolving drum was rotated during a given interval, or by means of a kymographic record of the movement of a 'stationary activity case' in which the animal was placed. The results indicated that the spontaneous activity of the rat was periodic and that the periods of activity became shorter and less frequent with the increasing age of the animal. When animals were starved for eight days, a definite increase in activity was shown for the first two or three days, followed by steady decrease to the point of almost total inactivity on the eighth day. When animals were deprived of water, activity decreased till complete inactivity occurred on the fifth day. Activity also varied with changes in temperature from a normal of 23° C., the maximum diurnal activity beginning almost immediately after feeding when the temperature was lowered to 10° to 15° C., whereas the period of quiescence following feeding was greatly lengthened by raising the temperature to 30° C. The rats were found to be more active in the dark than in the light and became progressively nocturnal with increasing age. The rhythms of activity once established, tended to persist even after the removal of the rhythmic stimulus. From Psych Bulletin 21:12:01275. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This chapter takes a closer look at motivational problems raised by exploratory and epistemic behavior. Discussion begins with an examination into the nature and determinants of exploratory behavior. The need to relate the facts about exploratory behavior to prevalent theories of motivation then obliges us to discuss the nature/legitimacy of "exploratory drive." We then turn to recent neurophysiological research on the reticular formation, arousal processes, and the orientation reaction, which puts the notion of drive, both in its general aspects and as related to exploratory behavior, in a new light. Under the heading of Collative Motivation, we attempt to synthesize some of the implications for motivation theory of the facts reviewed up to this point. We also look at epistemic, or knowledge-seeking, behavior, which, although it overlaps with exploratory behavior in human subjects and seems to have much in common with it, requires a separate analysis at this stage. Finally, we point to a variety of current lines of inquiry, both theoretical and experimental, suggesting a far wider range for the concepts and principles that our discussion has brought to the fore. Research guided by these concepts and principles may not merely increase our understanding of exploratory and epistemic behavior but illuminate fresh aspects of some of the most basic questions in psychology. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A profitable way of seeing 'Plans,' therefore, is as an act of persuasion, an attempt to show that a scientifically acceptable language could discuss real human functions such as those disturbed in brain injury; but without unwarranted assumptions about the actual physiological mechanisms. From this aspect, notice in the following pages the clear, simple, and appealing accounts of early cybernetic work. The analysis of computability by Turing, of neural nets by McCulloch and Pitts, of precise formulations of grammar by Chomsky, and of concept learning by Bruner, Goodnow, and Austion, had already appeared. . . . The summaries of this work in 'Plans' have probably never been bettered either for accuracy or for level of literary quality. The readers then, and the readers now, could see without effort what was being claimed, why it was important, and the promise it gave for the future.
If it were only a summary of pre-existing ideas, however, the book might merely have had its persuasive effect and then been forgotten. It added other ideas as well, less visible in earlier work. One in particular, the concept of the TOTE [Text-Operate-Text-Exit] unit, is probably the most frequently cited by later writers. . . . In addition to the TOTE unit, there were a number of other ideas that are not usually quoted as coming from this book; but whose influence is clearly visible in later research. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This book presents a group of interrelated hypotheses in regard to "activation" based in the main upon studies of muscle tension, EEG, electrical resistance of the skin, and such other measures of autonomic reactivity as heart rate, blood pressure, respiration rate, etc. 6 chapters are devoted to a discussion of the concept of activation, 2 chapters to the effects of variations in activation upon sensory and performance measures, and 3 chapters to the effects of individual differences in activation particularly related to the behavioral correlates of these individual differences. (41-page bibliogr.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)