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(Created page with "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 the...")
 
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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>
 
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>
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Exploratory behaviour will start without any stimulus<ref>Brown, Judson S. "Problems presented by the concept of acquired drives." (1953).‏</ref>.
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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>
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===knowledge gap===
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:Loewenstein<ref>[http://www.andrew.cmu.edu/user/gl20/GeorgeLoewenstein/Papers_files/pdf/PsychofCuriosity.pdf Loewenstein, George. "The psychology of curiosity: A review and reinterpretation." Psychological bulletin 116.1 (1994): 75.‏]</ref> 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 perceive themselves close to eliminating their knowledge discrepancy and the associated feelings of tension. In one study, Loewenstein et al. (1992) asked."<ref>Litman, Jordan. "Curiosity and the pleasures of learning: Wanting and liking new information." Cognition & emotion 19.6 (2005): 793-814.‏</ref>
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===Optimal stimulation/two process/plesure of expolration vs. anxiety===
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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>
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===CFD/CFI===
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Curiosty as Feeling Deprvation/Curiosty as Feeling [[interests|Interest]]
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CFD is correlated to anxiety, angar, depresion, lack of satisfaction. It is charactrised as "must know" and have more power to induce exploratory behavior. It will also be related to [[TMT]].
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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. Curiosity as plesure<ref>[Karlsson, Niklas, George Loewenstein, and Jane McCafferty. "The economics of meaning." Nordic Journal of Political Economy 30.1 (2004): 61-75.]‏</ref><ref>[http://arxiv.org/ftp/arxiv/papers/1010/1010.3009.pdf Perlovsky, Leonid I., M-C. Bonniot-Cabanac, and Michel Cabanac. "Curiosity and pleasure." Neural Networks (IJCNN), The 2010 International Joint Conference on. IEEE, 2010.‏]</ref>
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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.
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==Brain Mechanisms==
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CFI is mediated by the mesolimbic dopaminergic system. CFD is derived by opoid activity in the neucleus acombinus.
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:"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>
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See this article<ref>[http://authors.library.caltech.edu/22280/2/ssrn-id1308286%5B1%5D.pdf Kang, M. J., Hsu, M., Krajbich, I. M., Loewenstein, G., McClure, S. M., Wang, J. T., & Camerer, C. F. (2009). The wick in the candle of learning: epistemic curiosity activates reward circuitry and enhances memory. Psychological Science, 20(8), 963–73. doi:10.1111/j.1467-9280.2009.02402.x]</ref>
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==Examples==
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* [http://www.ynet.co.il/articles/0,7340,L-4663912,00.html Baby see for the first time his mother identical twin and is full of suprise].
  
 
==References==
 
==References==

Latest revision as of 04:27, 4 June 2015

Behiviuor

Questions that were rated as more puzzeling, were remeberd more[1]

Exploratory behaviour will start without any stimulus[2].

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[3][4] [5][6]

knowledge gap

Loewenstein[7] 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 perceive themselves close to eliminating their knowledge discrepancy and the associated feelings of tension. In one study, Loewenstein et al. (1992) asked."[8]

Optimal stimulation/two process/plesure of expolration vs. anxiety

there is a balance between pleasre from explortory behiviour and anxiety form the unknowen, to blance beetwen novel seeking and geting into danger[9]. When students were asked question by an intimidating instructor, there questioned less[10]

CFD/CFI

Curiosty as Feeling Deprvation/Curiosty as Feeling Interest

CFD is correlated to anxiety, angar, depresion, lack of satisfaction. It is charactrised as "must know" and have more power to induce exploratory behavior. It will also be related to TMT.

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. Curiosity as plesure[11][12]

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."[13]

See this article[14]

Examples

References

  1. ↑ Berlyne, Daniel E. "A theory of human curiosity." British Journal of Psychology. General Section 45.3 (1954): 180-191.‏
  2. ↑ Brown, Judson S. "Problems presented by the concept of acquired drives." (1953).‏
  3. ↑ Dember, William N., and Robert W. Earl. "Analysis of exploratory, manipulatory, and curiosity behaviors." Psychological review 64.2 (1957): 91.‏
  4. ↑ Fowler, Harry, and Melvin H. Marx. Curiosity and exploratory behavior. New York: Macmillan, 1965.‏
  5. ↑ learning theory, personality theory and and clinical research in Kintucy simposium (Vol 9. pp 36- 53) Oxford, Willy
  6. ↑ Hebb, Donald Olding. "Drives and the CNS (conceptual nervous system)." Psychological review 62.4 (1955): 243.‏
  7. ↑ Loewenstein, George. "The psychology of curiosity: A review and reinterpretation." Psychological bulletin 116.1 (1994): 75.‏
  8. ↑ Litman, Jordan. "Curiosity and the pleasures of learning: Wanting and liking new information." Cognition & emotion 19.6 (2005): 793-814.‏
  9. ↑ Spielberger, Charles D., and Laura M. Starr. "Curiosity and exploratory behavior." Motivation: Theory and research (1994): 221-243.‏
  10. ↑ 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.‏
  11. ↑ [Karlsson, Niklas, George Loewenstein, and Jane McCafferty. "The economics of meaning." Nordic Journal of Political Economy 30.1 (2004): 61-75.]‏
  12. ↑ Perlovsky, Leonid I., M-C. Bonniot-Cabanac, and Michel Cabanac. "Curiosity and pleasure." Neural Networks (IJCNN), The 2010 International Joint Conference on. IEEE, 2010.‏
  13. ↑ >Litman, Jordan. "Curiosity and the pleasures of learning: Wanting and liking new information." Cognition & emotion 19.6 (2005): 793-814.‏ p.803
  14. ↑ Kang, M. J., Hsu, M., Krajbich, I. M., Loewenstein, G., McClure, S. M., Wang, J. T., & Camerer, C. F. (2009). The wick in the candle of learning: epistemic curiosity activates reward circuitry and enhances memory. Psychological Science, 20(8), 963–73. doi:10.1111/j.1467-9280.2009.02402.x
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