Intrinsic motivation, curiosity, and learning

Oudeyer, Pierre-Yves; Gottlieb, Jacqueline; Lopes, Manuel

doi:10.1016/bs.pbr.2016.05.005

Cited by 252 publications

(87 citation statements)

References 64 publications

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“…Finally, recent studies using an information-theoretic model of auditory expectation indicate that listeners may prefer music containing surprises, yet in a context in which those can be learned and anticipated (Cheung et al, 2019;Gold et al, 2019b). These findings resonate with learning theories that suggest that the information gain of balancing uncertainty and surprise (Oudeyer et al, 2016) could be intrinsically rewarded by the brain in order to foster our fundamental need of generating accurate models of the world. Thus, the information gain triggered by musical surprises and uncertainty, and our ability to successfully contextualize and resolve them, could be a potential underlying mechanism behind the rewarding properties of music and the consequent engagement of the reward circuitry in general and the VS in particular.…”

Section: The Striatumsupporting

confidence: 56%

Common and distinct neural correlates of music and food-induced pleasure: a coordinate-based meta-analysis of neuroimaging studies

Mas‐Herrero

Maini

Sescousse

et al. 2020

Preprint

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Neuroimaging studies have shown that, despite the abstractness of music, it may mimic biologically rewarding stimuli (e.g. food) in its ability to engage the brain's reward circuity. However, due to the lack of research comparing music and other types of reward, it is unclear to what extent the recruitment of reward-related structures overlaps among domains. To achieve this goal, we performed a coordinate-based meta-analysis of 38 neuroimaging studies (703 subjects) comparing the brain responses specifically to music and food-induced pleasure. Both engaged a common set of brain regions including the ventromedial prefrontal cortex, ventral striatum, and insula. Yet, comparative analyses indicated a partial dissociation in the engagement of the reward circuitry as a function of the type of reward, as well as additional reward type-specific activations in brain regions related to perception, sensory processing, and learning. These results support the idea that hedonic reactions rely on the engagement of a common reward network, yet through specific routes of access depending on the modality and nature of the reward.

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Section: The Striatumsupporting

confidence: 56%

Common and distinct neural correlates of music and food-induced pleasure: a coordinate-based meta-analysis of neuroimaging studies

Mas‐Herrero

Maini

Sescousse

et al. 2020

Preprint

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“…Another finding of this research is the positive impact of curiosity on academic performance. This is in line with the research results of Lammina and Chase (2019) and Oudeyer, Gottlieb, and Lopes (2016) which states that curiosity influences academic performance, including creativity. In the research it was also mentioned that uncertainty conditions actually increase students' curiosity, even though on the other hand it causes anxiety.…”

Section: Discussionsupporting

confidence: 91%

Effect of Learning Climate, Thinking Pattern, and Curiosity on Academic Performance in Higher Education

Maksum

Khory

2020

PEC

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This research aimed to examine the theoretical model that explains the relations among learning climate, thinking patterns, and curiosity on academic performance. This research was a non-experimental research with 1,000 respondents from State University of Surabaya, Indonesia. They came from 20 departments, consisting of 324 men and 676 women with a mean age of 19.81 years. Data were collected using a questionnaire, including inventory of learning climate, thinking patterns, and curiosity. Data were analyzed using Structural Equation Modeling. The results showed that the model was compatible with the data. The examination also showed the effect of the learning climate on thinking patterns, the influence of thinking patterns on curiosity, the influence of the learning climate on curiosity, and the influence of curiosity on academic performance. It is concluded that learning climate, thinking pattern, and curiosity play an important role in academic performance. Thus, the quality of students can be improved if curiosity is cultivated and reflective thinking patterns are formed. This requires serious efforts, both in policy and practice, to build a learning climate for the growth of students' thinking and curiosity. Keywords: academic performance, epistemic curiosity, learning climate, structural equation modelling, thinking pattern.

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“…Motivational components induce curiosity, which is a state associated with psychological interest in novel and/or surprising activities (stimuli). A curiosity state encourages further exploration and apparently prepares the brain to learn and remember in both children and adults ( Oudeyer et al, 2016 ). The term “surprising” might be conceptualized as an incongruous situation (expectancy violation) refers to a discrepancy between prior expectations and the new information; it may drive a cognitive reset for “learned content” that draws one’s attention.…”

Section: Recent Evidence Regarding the Role Of Emotion In Learning Anmentioning

confidence: 99%

The Influences of Emotion on Learning and Memory

et al. 2017

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Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. Emotion has a particularly strong influence on attention, especially modulating the selectivity of attention as well as motivating action and behavior. This attentional and executive control is intimately linked to learning processes, as intrinsically limited attentional capacities are better focused on relevant information. Emotion also facilitates encoding and helps retrieval of information efficiently. However, the effects of emotion on learning and memory are not always univalent, as studies have reported that emotion either enhances or impairs learning and long-term memory (LTM) retention, depending on a range of factors. Recent neuroimaging findings have indicated that the amygdala and prefrontal cortex cooperate with the medial temporal lobe in an integrated manner that affords (i) the amygdala modulating memory consolidation; (ii) the prefrontal cortex mediating memory encoding and formation; and (iii) the hippocampus for successful learning and LTM retention. We also review the nested hierarchies of circular emotional control and cognitive regulation (bottom-up and top-down influences) within the brain to achieve optimal integration of emotional and cognitive processing. This review highlights a basic evolutionary approach to emotion to understand the effects of emotion on learning and memory and the functional roles played by various brain regions and their mutual interactions in relation to emotional processing. We also summarize the current state of knowledge on the impact of emotion on memory and map implications for educational settings. In addition to elucidating the memory-enhancing effects of emotion, neuroimaging findings extend our understanding of emotional influences on learning and memory processes; this knowledge may be useful for the design of effective educational curricula to provide a conducive learning environment for both traditional “live” learning in classrooms and “virtual” learning through online-based educational technologies.

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Intrinsic motivation, curiosity, and learning

Cited by 252 publications

References 64 publications

Common and distinct neural correlates of music and food-induced pleasure: a coordinate-based meta-analysis of neuroimaging studies

Common and distinct neural correlates of music and food-induced pleasure: a coordinate-based meta-analysis of neuroimaging studies

Effect of Learning Climate, Thinking Pattern, and Curiosity on Academic Performance in Higher Education

The Influences of Emotion on Learning and Memory

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