Difference between revisions of "Curiosity"
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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> | 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> | ||
| − | '''knowledge gap'': | + | '''knowledge gap''': |
: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 | :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 | ||
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> | 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> | ||
| − | '''plesure of expolration vs. anxiety''' | + | '''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<ref>Spielberger, Charles D., and Laura M. Starr. "Curiosity and exploratory behavior." Motivation: Theory and research (1994): 221-243.</ref> | + | 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> |
==References== | ==References== | ||
Revision as of 03:36, 16 January 2014
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 (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
perceive themselves close to eliminating their knowledge discrepancy and the associated feelings of tension. In one study, Loewenstein et al. (1992) asked."[7]
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[8]. When students were asked question by an intimidating instructor, there questioned less[9]
References
- ↑ Berlyne, Daniel E. "A theory of human curiosity." British Journal of Psychology. General Section 45.3 (1954): 180-191.
- ↑ Brown, Judson S. "Problems presented by the concept of acquired drives." (1953).
- ↑ Dember, William N., and Robert W. Earl. "Analysis of exploratory, manipulatory, and curiosity behaviors." Psychological review 64.2 (1957): 91.
- ↑ Fowler, Harry, and Melvin H. Marx. Curiosity and exploratory behavior. New York: Macmillan, 1965.
- ↑ learning theory, personality theory and and clinical research in Kintucy simposium (Vol 9. pp 36- 53) Oxford, Willy
- ↑ Hebb, Donald Olding. "Drives and the CNS (conceptual nervous system)." Psychological review 62.4 (1955): 243.
- ↑ Litman, Jordan. "Curiosity and the pleasures of learning: Wanting and liking new information." Cognition & emotion 19.6 (2005): 793-814.
- ↑ Spielberger, Charles D., and Laura M. Starr. "Curiosity and exploratory behavior." Motivation: Theory and research (1994): 221-243.
- ↑ 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.