2022
DOI: 10.1037/xge0001122
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Learned temporal statistics guide information seeking and shape memory.

Abstract: Curiosity drives information seeking and promotes learning. Prior work has focused on how curiosity is elicited by intrinsic qualities of information, leaving open questions about how curiosity, exploration, and learning are shaped by the environment. Here we examine how temporal dynamics of the learning environment shape curiosity and learning. Participants (n = 71) foraged for the answer to trivia questions in two conditions that differed only in their temporal statistics. In one condition, the timing of inf… Show more

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Cited by 9 publications
(15 citation statements)
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References 38 publications
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“…Doing so amounted to assessing how many of the first 20 seconds of each trial participants waited on average, thus factoring out the longer maximum waiting time in the LP condition (40 s in LP versus 20 s in HP). Consistent with previous results 14,15,1719,29 , we found that the average AUC was significantly greater in the HP than the LP environment in the healthy control group (t(17) = 4.6; p = 0.00024, Figure 2B).…”
Section: Resultssupporting
confidence: 92%
“…Doing so amounted to assessing how many of the first 20 seconds of each trial participants waited on average, thus factoring out the longer maximum waiting time in the LP condition (40 s in LP versus 20 s in HP). Consistent with previous results 14,15,1719,29 , we found that the average AUC was significantly greater in the HP than the LP environment in the healthy control group (t(17) = 4.6; p = 0.00024, Figure 2B).…”
Section: Resultssupporting
confidence: 92%
“…Consistent with this "temporal expectations" account of quitting, people do hold heavy-tailed beliefs about reward timing in many real-world situations (Griffiths & Tenenbaum, 2006), such as waiting for a diet or exercise regimen to work (McGuire & Kable, 2013). In addition, experimental manipulations of reward timing expectations impact people's willingness to wait for delayed rewards (Fung et al, 2017;Kidd et al, 2013;Lang et al, 2021;Lempert et al, 2018;Massar & Chee, 2015;McGuire & Kable, 2012Michaelson et al, 2013;Michaelson & Munakata, 2016). Moreover, individual differences in wait times in the marshmallow task are strongly associated with childhood environmental circumstances, such as socioeconomic status and social support, which could be proxies for the sparseness and predictability of rewards in daily life (Michaelson & Munakata, 2020;Watts et al, 2018).…”
Section: Introductionmentioning
confidence: 93%
“…Consistent with this "temporal expectations" account of quitting, people do hold heavy-tailed beliefs about reward timing in many real-world situations (Griffiths & Tenenbaum, 2006), such as waiting for a diet or exercise regimen to work (McGuire & Kable, 2013). In addition, experimental manipulations of reward timing expectations impact people's willingness to wait for delayed rewards (Fung et al, 2017;Kidd et al, 2013;Lang et al, 2021;Lempert et al, 2018;Massar & Chee, 2015;McGuire & Kable, 2012. Moreover, individual differences in wait times in the marshmallow task are strongly associated with childhood socioeconomic status, which could be a proxy for the sparseness and predictability of rewards in daily life (Watts et al, 2018).…”
Section: Introductionmentioning
confidence: 93%