SelfRegulation Creativity and Problem Solving Jordan Litman Institute for Human and Machine Cognition University of Maine at Machias What do we mean by Curiosity and What is Epistemic Curiosity ID: 643327
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Slide1
Epistemic Curiosity: Its Role in Self-Directed Learning, Self-Regulation, Creativity and Problem Solving
Jordan Litman Institute for Human and Machine Cognition University of Maine at MachiasSlide2
What do we mean by “Curiosity”
and What is Epistemic Curiosity?Curiosity: states of desire for new
information; also individual differences in tendencies to experience or express such states (i.e., as dispositional traits)Epistemic Curiosity (EC) is the desire for new intellectual knowledge (facts, ideas, solutions)
Individual differences in EC is expressed in seeking out new knowledge to either...
Stimulate
emotionally
positive states of
interest
(I-type)
or
Relieve negative
emotional states of feeling deprived of knowledge (D-type)
Each kind of EC is important for
Self-directed learning
S
elf-regulation of learning
C
reative intellectual endeavors
I
ntellectual achievementSlide3
What do we mean by “Curiosity”
and What is Epistemic Curiosity?Curiosity: states of desire for new
information; also individual differences in tendencies to experience or express such states (i.e., as dispositional traits)Epistemic Curiosity (EC) is the desire for new intellectual knowledge (facts, ideas, solutions).
Individual differences in EC is expressed in seeking out new knowledge to either...
Stimulate
emotionally
positive states of
interest
(I-type)
or
Relieve negative
emotional states of feeling deprived of knowledge (D-type)
Our objectives are to review & discuss
Key ideas about the nature and measurement of EC and the I/D distinction
Major empirical findings in individuals, from infants to adults
Potential applications for teachers and learners in educational and other instructional settingsSlide4
The Nature of
Epistemic Curiosity &
t
he I/D Distinction
I-type
Enjoy exploring new ideas
Learn something new,
want to find out more
about it
Have fun discovering
new topics & subjects
D-type
Bothered when missing
correc
t
answers or solutions
Feel unknowns must be
resolved
F
ocused and sustained
attention to figure
things out or
problem-solveSlide5
I-type
Enjoy exploring new ideas
Learn something new,
want to find out more
about itHave fun discovering new topics & subjects
D-type
Bothered when missing
correc
t
answers or solutions
Feel
unknowns must be resolvedFocused and sustained attention to figure things out or problem-solve
The Nature of
Epistemic Curiosity & the I/D Distinction
Desire for knowledge
They overlap… but have different (1) activating conditions, (2) subjective experiences, (3) learning goals, and (4) expected reward when satiatedSlide6
I-type EC
D-type EC
.
.
Opportunity for Novelty seeking: When one has little
or no prior
knowledge.
Opportunity to Put Ideas together: When
individuals have some prior knowledge
and
feel close to
figuring something out
.
learning is
fun: More relaxed (“
warm fuzzies
”)
A need-to-know:
More intense,
involves some negative affect until resolved
(
an “itch to be scratched”).
To enjoy a new
discovery
To accurately solve
problems and improve comprehension
Anticipated
enjoyment of
learning a new idea (“
Oh, that’s
interesting.”)
Anticipated
relief from dispelling an
unknown (“
Ah-ha! Now I understand
!”)
Optimally Activated
Subjective Experience
Learning Goals
Expected Reward
Hypothesized Differences between
I-type and D-type Epistemic Curiosity
Q: Can
we
reliably and validly assess
individual differences in
learners’ tendencies
to experience and express these two forms of EC
?
A: YES!Slide7
Assessed with 5-item self- or other-report scales (
α
range .
75
-
.
85),
validated in large samples cross-culturally
“For each item, give
the answer that
describes
how you/your child generally feel(s)” (1) Almost Never, (2) Sometimes, (3) Often, (4) Almost Always
Age Cohort
I-type EC sample items
D-type EC sample items
Young Children
(3-7)
“My child shows visible enjoyment when discovering something new”
"My child will work for a long time to solve a problem because he/she wants to know the answer."
Early Adolescents
(8-12)
“I have fun learning about a new topic or subject”
“When presented with a tough problem, I focus all of my attention on how to solve it.”
Adults
(18-70)
“I enjoy exploring new ideas”
“I can spend hours on a single problem because I just can’t rest without knowing the answer”
Measuring Individual Differences in Tendencies to Experience & Express I-type and D-type Epistemic Curiosity
Latest research
on
infants (2-3 months)
During simple learning and attention task…
Wide eyed
, focused attention
Positive vocalizations
Stable vagal tone
Furrowed brow, highly focused attention
More fussing, less soothableLess stable vagal toneI-typeD-typeBoth facial expressions considered to be early markers of intellectual curiosity for years!Slide8
Empirical Evidence of the I/D Distinction in EC:
Personality, Affect, Metacognition, and Knowledge-Seeking
I-type
D-type
Typical
Intellectual
Engagement
Less
Tense
“Don’t Know” answers to
questions
More OpenLess intense Curiosity statesMoreAgreeable(relaxed)MoreExtraverted
More
Aggressive
(determined)
More Intellectually
A
bsorbed
More
Tense
Partial knowing answers to questions
(“TOT” or “FOK”)
More
Conscientious
More intense Curiosity states
Predicts arousal of State-Curiosity & Knowledge-
Seeking Behavior
(answers to fact based questions)
Less active knowledge-seeking
More active knowledge-seeking
Need
For Cognition
Less related to seeking sensory-perceptual stimulationSlide9
Empirical Evidence of the I/D Distinction in EC:
Self-directed and Self-regulated Learning & Creative Intellectual Endeavors (brainstorm, problem-solve) in School and Work
I-type
D-type
Need
For Cognition
More Mastery (interest)
Oriented
Have Fun with New
D
iscoveries
Will Take RisksTry to Enjoy Studying New MaterialEnjoy Ambiguity & MysteryBrainstorm& Try Out New IdeasOptimismabout unknowns
Cautious
about
Unknowns
Seek Accurate, Actionable Answers
More Performance
Oriented & Failure Avoidant
Will “Look
B
efore
L
eaping”
Will Make
S
ure
N
ew
M
aterial is Understood Fully
Prefer Clarity & Meaningfulness
Typical Intellectual Engagement
Flit from One
N
ew Subject to the NextDetermined &Persistent in Learning a New SubjectEvaluate Unknowns Very ThoughtfullySlide10
Accounting for the I/D EC Distinction in EC: Hypothesized Underlying Brain Mechanisms of “Wanting” & “Liking”
“Wanting” and “Liking” are cooperative
but dissociated systems in the brain.“Wanting” = Desire and
approach.Dopamine activity in brain. Higher levels become more uncomfortable.“Liking” = Reward
from satiation of appetites.Opioid activity in brainHigher levels are more pleasurable.
Dopamine
and
Opioids
are the common neural substrates of
motivation
and reward!Pleasurable stimulation can occur without much wanting, but when wanting is high, liking will be greater (Hunger is the Best Spice).
Varying levels of wanting and liking account for different subjective experiences of desire and pleasure.“Wanting” & “Liking” in the Brain
(Berridge & Robinson, 2003)
Subjective experiences associated with varying levels of
“wanting”
and
“liking”
brain activitySlide11
“Wanting” and “Liking”
are cooperative but dissociated systems in the brain.“Wanting” = Desire and approach
.Dopamine activity in brain. Higher levels become more uncomfortable.“Liking” =
Reward from satiation of appetites.Opioid activity in brainHigher levels are more pleasurable.Dopamine and Opioids
are the common neural substrates of motivation and reward!Pleasurable stimulation can occur without much wanting, but when wanting is high, liking will be greater (Hunger is the Best Spice).
Varying levels of
wanting
and
liking
account for different subjective experiences of desire
and pleasure.We can apply these ideas to the I/D Distinction
Subjective experiences associated with varying levels of “wanting” and “liking” activity
Accounting for the I/D EC Distinction in EC:
Hypothesized Underlying Brain Mechanisms of “Wanting” & “Liking” Slide12
Evidence of the Hypothesized Underlying Wanting & Liking Brain Mechanisms
Animal research (Bardo et al,1990’s
;
Bevins et al 2000’s; Panksepp et al, 2000’s): Dopamine and opioid
activation associated with investigation and exploration in animals…Beiderman and colleagues (2006 - ) opioid activity occurs when we learn new information
and
connect
it to
knowledge in memory
…
Gruber et al (2015) –Dopamine activity is correlated with curiosity to find out answers to questions
…Much more interdisciplinary work is needed among researchers in Emotion, Motivation, Personality Neuroscience, Cognition, Education, etc.The social-affective neuroscience of curiosity is still very much in its infancy as an area of scientific inquiry… Slide13
Bloom-based
Taxonomic
Webb
Depth of Knowledge
I- type Experiences/
Expressions
D- type Experiences/
Expressions
Possible EC Exercises
Understanding
Applying
Analyzing
Synthesis/
Evaluating
Creating
Future Applications & Potential Implications:
Assess Preexisting Levels of I-type and D-type EC, then
Help Individuals Learn to better Utilize their Epistemic Curiosity
Knowledge
&
Remembering
Recall &
Reproduction
Skills &
Concepts
Strategic
Thinking
Extended
Thinking
Consider underexplored domains vs. putting together available facts for a comprehensive explanation.
Want knowledge that leads
to new ideas.
Identify completely new ways of explaining concepts.
Open to taking chances expecting serendipitous discoveries.
Welcomes new challenges; “fly by the seat of one’s pants.”
Thoughts on adding breadth to the understanding of a subject.
Develop new approaches to using knowledge
Consider brainstorming vs. re-defining and re-categorizing.
Consider whether its better to try a totally new approach or innovate an existing one.
Consider whether it is better to be daring or cautious in moving forward on a learning goal.
Consider what will be learned by trying, whether through discovery or digging deeply. Which is most critical in this case?
Prefers thoughtful review, and testing before moving to conclusions.
Weighs potential costs vs. benefits; plans ahead.
Want knowledge
that
builds on what is known.
Identify knowledge-gaps; estimate what else is needed to make sense
.
Modify or re-structure knowledge to improve its usefulness.
Consider different ways of tracking
whether
learning objectives have been met and what to try next.
Thoughts on adding depth to the understanding of a subject.Slide14
Want more information about Epistemic Curiosity?
Whether feeing interested and wish to
broadly explore… or
Quite intrigued with specific
questions you need answered…
Please email
jlitman@ihmc.us
or go to
http://drjlitman.net/
for reprints,
more details on
studies and projects
in development,
free assessment tools, and interest
in
collaboration!
Thank you for your time!