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==Behiviuor==
Questions that were rated as more puzzeling, were remeberd more<ref>[http://www.nipissingu.ca/faculty/stange/courses/P2257/TheoryOfHumanCuriosity.pdf Berlyne, Daniel E. "A theory of human curiosity." British Journal of Psychology. General Section 45.3 (1954): 180-191.]</ref>
The need to learn new thing is constantly working, and when there isn't any new stimuly, we are bored. So we constantly looking for new stimulations<ref>Dember, William N., and Robert W. Earl. "Analysis of exploratory, manipulatory, and curiosity behaviors." Psychological review 64.2 (1957): 91.</ref><ref>Fowler, Harry, and Melvin H. Marx. Curiosity and exploratory behavior. New York: Macmillan, 1965.</ref> <ref>learning theory, personality theory and and clinical research ''in Kintucy simposium (Vol 9. pp 36- 53) Oxford, Willy</ref><ref>[http://www.todmanpsychology.org/resources/Drives%20and%20the%20CNS%20(Hebb,%201955).pdf Hebb, Donald Olding. "Drives and the CNS (conceptual nervous system)." Psychological review 62.4 (1955): 243.]</ref>
:Loewenstein (1994) suggests that when individuals encounter novel, complex, or ambiguous stimuli, they may find there are discrepancies between information that is known and unknown—indicative of a “knowledge gap”.The perceived magnitude of such gaps are based on feeling-of-knowing (FOK) judgements, which are metacognitive estimates of one’s available (i.e.,retrievable) knowledge (Brown & McNeil], 1966; Eysenck, 1979; I-Iart, 1965).According to Loewenstein (1994), stronger FOI(s correspond with smaller perceived knowledge gaps, and result in feeling closer to figuring or finding out the desired knowledge (Loewenstein, 1994; Loewenstein, Adler, Behrens, & Gillis, I992). Based on Miller’s (1959) approach-gradient theory, which predicts that the intensity of motives increase as one approaches goal achievement,Loewenstein (I994) hypothesises that as FOI(s become stronger, knowledge gaps will seem smaller, and states of curiosity will intensify as individuals
there is a balance between pleasre from explortory behiviour and anxiety form the unknowen, to blance beetwen novel seeking and geting into danger<ref>Spielberger, Charles D., and Laura M. Starr. "Curiosity and exploratory behavior." Motivation: Theory and research (1994): 221-243.</ref>. When students were asked question by an intimidating instructor, there questioned less<ref>Peters, Ruth A. "Effects of anxiety, curiosity, and perceived instructor threat on student verbal behavior in the college classroom." Journal of Educational Psychology 70.3 (1978): 388.</ref>
===CFD/CFI===
Curiosty as Feeling Deprvation/Curiosty as Feeling Intrest
CFD is corrolated to anxiety, angar, depresion, lack of satisfaction. It is charactrised as "must know" and have more power to induce explortory behivour.
CFI is corrolated to good feelings, like apriciation of beuty, humor and vitality. it is "nice to have" and has less power to induce explortory behviour.
It seems that most of the puplation in social networks are attracted by CFI, and that the more througly investigators and logican are dirven by CFD.
==Brain Mechanisms==
CFI is mediated by the mesolimbic dopaminergic system. CFD is derived by opoid activity in the neucleus acombinus.
:"Wanting is influenced by a variation in deprivation states, the presence of learned incentives for rewards, and the anticipated potential for a given stimulus to satisfy one’s desire based on past experience (Berridge, 1999; Berridge & Robinson, I998). Liking is somewhat more complex, and may vary due to the strength of relevant wanting states (e.g., strong vs. weak desire) and specific characteristics of stimuli such as sweetness. In humans, the extent to which novel sensory stimuli are liked may be influenced by the degree of their cognitive and perceptual interpretability—a quality referred to as “processing ease” or “fluency” (Reber & Schwarz, 2002; Reber, Winkielman, & Schwarz, 1998). Presumably, fluent stimuli are better liked because fewer cognitive resources are required in order to arrive at meaningful representations of the stimulus (Bush, Luu, & Posner, 2000; Vallacher & Nowak, 1999; Whittlesea,1993; Winkielman, Schwarz, Fazendeiro, & Reber, 2002). With repeated exposure, stimuli become progressively more interpretable, more easily understood, and therefore better liked."<ref>>Litman, Jordan. "Curiosity and the pleasures of learning: Wanting and liking new information." Cognition & emotion 19.6 (2005): 793-814. p.803</ref>
==References==