Curiosity Flashcards
1
Q
Lowenstein 1994 - Information Gap Theory
A
- argues curiosity arises when attention becomes focused on a gap in one’s knowledge
- an information gap produces feelings of deprivation labelled curiosity
- curious individual is motivated to obtain the missing information to reduce or eliminate the feeling of deprivation
- information gathered with clear goal in mind
- according to this theory we have a desire to resolve uncertainty and aim to close our gap in knowledge by seeking out information
- focuses on state level curiosity
- builds on ideas from Berlyne 1950
2
Q
State level curiosity - Berlyne 1960
A
- focuses on why people are curious about certain stimuli as opposed to others
- perceptual > interest in novel stimuli
- epistemic > desire for knowledge
3
Q
Trait level curiosity - Berlyne 1960
A
- reflects individual differences in the potential for curiosity
- can be reflected in personality
- specific > desire for particular info
- diversive > general stimulation seeking
4
Q
Berlyne 1950 - Stimulation Theory
A
- argues that we seek a ‘sweet spot’ between two deeply uncomfortable states
- aim to moderate arousal levels so they are optimal > not as simple as trying to close a gap in our knowledge by obtaining info
- rather we mediate levels of information based on arousal levels
explains why people are curious about novel situations > produces an information gap in the aim of reducing arousal when hyper stimulated - in terms of information gap theory > we seek out information when we are underestimated to feel fulfilled
- under stimulation (uncertainty, novelty, complexity)
- overstimulation > not accounted for by information gap theory >
5
Q
Berlyne 1950 - Stimulation Theory
A
- argues that we seek a ‘sweet spot’ between two deeply uncomfortable states
- aim to moderate arousal levels so they are optimal > not as simple as trying to close a gap in our knowledge by obtaining info
- rather we mediate levels of information based on arousal levels
explains why people are curious about novel situations > produces an information gap in the aim of reducing arousal when hyper stimulated - in terms of information gap theory > we seek out information when we are underestimated to feel fulfilled
- under stimulation (uncertainty, novelty, complexity)
- overstimulation > not accounted for by information gap theory >
6
Q
Information Gap Theory - Criticisms
A
- there are established effects of novelty on curiosity that are difficult to explain in terms of an information gap
- doesn’t explain why people are not always curious even when surrounded by vast regions of ignorance ((Loewenstein, 1994) refutes this criticism by arguing that it is only when we are conscious of our gap in knowledge that we are active in trying to resolve said gap and/or when our attention is drawn to the gap)
- If curiosity is simply a process of aiming to close an information gap, we would expect people to be less curious if they receive more information about a given stimulus > not always the case
7
Q
Berlyne 1950 - Curiosity driven by preexposure
A
- gave ppts small amount of information about sea creatures > compared them to control group with no pre-information
- found that group with pre information were more curious and wanted to learn more
- showed increasing information can increase curiosity > perhaps due to increase in confidence or exposure to particular topic
8
Q
Bonawitz et al 2011 - Does closing an information gap reduce curiosity
A
- gave ppts new toy with various functions
- in one condition, a a pedagogical group was told the function of the object whereas the baseline condition was not told anything about the function of the toy
- found that pedagogical group spent less time playing with toy than baseline group > also made fewer unique actins and discovered fewer functions
- in line with IG theory > participants with larger IG more curious
9
Q
Jones 1979 - Curiosity increases with domain knowledge
A
10
Q
Wade & Kidd 2019 - Curiosity correlates with FOK
A
- suggests there is not a monoatomic relationship where the less information you know the more curious you are
- rather there seems to be a liminal space where curiosity is fostered inbetween
11
Q
Kang et al 2009 - U shaped function
A
- supported by Witherby and Carpenter 2022
- indicated background information can increase curiosity
- related confidence to curiosity
- demonstrated that curiosity was dependent on prior knowledge and suggested people were not curious when they were very certain or very uncertain about a topic implicating knowability in curiosity
12
Q
Witherby and Carpenter 2022
A
- highlighted the recusrive and iterative nature of curiosity implying that increased background knowledge led to increased curiosity resulting in participants learning more
- looked at individual differences in background knowledge and assessed people’s ability to learn both real and false information
- found a positive correlation between background knowledge and new learning and believed this effect was mediated by curiosity
- argue that if the gap in your information is too big, then you won’t feel curious
13
Q
Gruber et al 2014 - Optimal arousal theory
A
- explored conflicting idea that being in a state of curiosity can be both aversive and appealing
- If curiosity simply raises levels of aversiveness t would make sense for people to avoid exposure to situations that spark curiosity however this is not the case
- (Loewenstein, 1994) resolves this conflict by arguing that satisfying curiosity in itself is pleasurable, and this pleasure compensates for the aversiveness caused by being in a curious state
14
Q
Epistemic Curiosity
A
- knowledge based curiosity
Can be specific (answer to particular equation)
Or diversive (general curiosity about science )
15
Q
Perceptual curiosity
A
- visual curiosity
- can be specific (rubix cube)
Or diversive (new environment )
