Learning facts during aging: the benefits of curiosity

Galli, Giulia; Sirota, Miroslav; Gruber, Matthias J.; Ivanof, Bianca Elena; Ganesh, Janani; Materassi, Maurizio; Thorpe, Alistair; Loaiza, Vanessa M.; Cappelletti, Marinella; Craik, Fergus I. M.

doi:10.1080/0361073x.2018.1477355

Cited by 43 publications

(79 citation statements)

References 35 publications

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“…In young and older adults, curiosity states also enhance memory for incidental face images that are encountered during high-compared to low-curiosity states (Galli et al, 2018;Gruber et al, 2014;Stare et al, 2018). In contrast to our prediction, we did not observe that high-curiosity states increased memory for incidental face images in children and adolescents.…”

Section: Discussioncontrasting

confidence: 99%

“…To induce curiosity, we used a trivia paradigm in which participants consecutively encoded trivia questions that were associated with varying degrees of curiosity and anticipated the correct answer (see Figure 1). Studies with adults have repeatedly shown that answers to trivia questions associated with high curiosity are better remembered than answers to low-curiosity trivia questions (Fastrich et al, 2018;Galli et al, 2018;Gruber et al, 2014;Kang et al, 2009;Marvin & Shohamy, 2016;McGillivray et al, 2015;Stare, Gruber, Nadel, Ranganath, & Gómez, 2018;Wade & Kidd, 2019). The paradigm consisted of a screening phase in which we selected participant-specific trivia questions for which the answers were unknown and which varied in subjective curiosity.…”

Section: Introductionmentioning

confidence: 99%

“…In the subsequent encoding phase, a trivia question was presented and participants anticipated the correct answer over a delay of 13 seconds. During the anticipation phase, we presented an incidental image of an adult face in order to investigate potential memory enhancements for incidental information encountered during high-and low-curiosity states (as has been shown for adults: Galli et al, 2018;Gruber et al, 2014;Stare et al, 2018). After the correct answer was shown, participants rated its interestingness.…”

Section: Introductionmentioning

confidence: 99%

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Curiosity and surprise enhance memory differently in adolescents than in children

Gruber¹,

Fandakova²

2019

Preprint

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Curiosity -broadly defined as the desire to acquire new information -enhances learning and memory in adults. Surprise about information facilitates later memory as well. To date, it is not known how states of curiosity and surprise about information enhance memory in childhood and adolescence. We used a trivia paradigm in which children and adolescents (N = 60, 10-14 years) encoded trivia questions and answers associated with high or low curiosity. States of high pre-answer curiosity enhanced later memory for trivia answers in both children and adolescents. However, higher positive post-answer surprise enhanced memory for trivia answers beyond the effects of curiosity in adolescents, but not in children. These results suggest that curiosity and surprise have positive effects on learning and memory in childhood and adolescence, but might need to be harnessed in differential ways across child development to optimize learning.

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Section: Discussioncontrasting

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Curiosity and surprise enhance memory differently in adolescents than in children

Gruber¹,

Fandakova²

2019

Preprint

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“…The momentary experience of curiosity can be seen as a motivational state that facilitates knowledge acquisition (Silvia & Kashdan, 2009; Gottlieb and Oudeyer, 2018). Consistent with this idea, studies have shown that states of high curiosity enhance long-term memory (Kang et al, 2009; Gruber et al, 2014; McGillivray et al, 2015; Marvin and Shohamy, 2016; Stare et al, 2018; Galli et al, 2018). Furthermore, recent neuroimaging evidence suggests that state curiosity enhances memory via increased activation in the mesolimbic dopaminergic circuit including the hippocampus (Gruber et al, 2014; Kang et al, 2009).…”

Section: Introductionmentioning

confidence: 75%

White matter pathways supporting individual differences in epistemic and perceptual curiosity

Valji

Priemysheva

Hodgetts

et al. 2019

Preprint

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1 Across the lifespan, curiosity motivates us to learn, yet curiosity varies strikingly between 2 individuals. Such individual differences have been shown for two distinct dimensions of 3 curiosity: epistemic curiosity (EC), the desire to acquire knowledge about facts, and 4 perceptual curiosity (PC), the desire for sensory information. It is not known, however, 5 whether both dimensions of curiosity depend on different brain networks and whether inter-6 individual differences in curiosity depend on variation in anatomical connectivity within these 7 networks. Here, we investigated the neuroanatomical connections underpinning individual 8 variation in trait curiosity. Fifty-one female participants underwent a two-shell diffusion MRI 9 sequence and completed questionnaires measuring EC and PC. Using deterministic 10 spherical deconvolution tractography we extracted microstructural metrics (fractional 11 anisotropy (FA) and mean diffusivity (MD)) from two key white matter tracts: the fornix 12 (implicated in novelty processing, exploration, information seeking and episodic memory) 13 and the inferior longitudinal fasciculus (ILF) (implicated in semantic learning and memory). In 14 line with our predictions, we found that EC -but not PC -correlated with ILF microstructure. 15Fornix microstructure, in contrast, correlated with both EC and PC with posterior 16 hippocampal fornix fibres -associated with posterior hippocampal network connectivity -17 linked to PC specifically. These findings suggest that differences in distinct dimensions of 18 curiosity map systematically onto specific white matter tracts underlying well characterized 19 brain networks. Furthermore, the results pave the way to study the anatomical substrates of 20 inter-individual differences in dimensions of trait curiosity that motivate the learning of 21 distinct forms of knowledge and skills. 22 Significance statement 23Despite recent interest in curiosity states and the broad spectrum of variation in stable 24 tendencies to experience or express curiosity, the biological correlates of trait curiosity are 25 unknown. Here, we found that specific types of curiosity correlate with microstructure of 26 specific white matter tracts in the brain -the inferior longitudinal fasciculus and the fornix. 27Our findings on the relationship between specific aspects of curiosity and anatomical 28 connections underlying well characterized brain networks highlight the specificity of trait 29 curiosity. Furthermore, our findings pave the way to further understand inter-individual 30 differences in curiosity and which aspects of curiosity benefit language, memory and other 31 cognitive processes cultivating a deeper knowledge and skill set. 32 4 Introduction 33Curiosity is described as the desire for new information that motivates seeking out and 34 acquiring knowledge (Loewenstein, 1994; Litman, 2005). The momentary experience of 35 curiosity can be seen as a motivational state that facilitates knowledge acquisition (Silvia & 36 Kashdan, 2009; Gottlieb and Oudeyer,...

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“…Academically, honesty education expected to prepare students to become positive human beings. Some of the traits that appear in the positive meaning of honesty education are confidence, responsibility, curiosity (Galli et al, 2018), courageous and capable to be honest in all conditions (Syaodih & Handayani, 2017). In addition to raising these traits, honesty predicted to broaden students' insight and make students think genuine and be more creative.…”

Section: Honesty…mentioning

confidence: 99%

Honesty: A Multidimensional Study as Motivation for National Character Building

Sutrisno

Madjid

2020

HIJMIS

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Honesty has discussed in various disciplines. Honesty studies have carried out to examine the relationship of honesty with many factors that influence certain fields of science. This study aims to present a multidimensional study to convey the goodness of honesty as a tangible manifestation of the normative message that honesty guide to goodness and it will lead to happiness. This study uses a text analysis method in the form of a literature review through searching several resources. The sources that found is analysed by Wilson's procedure. The results of this study shows that honesty as a whole has a good impact on the physical health and mental health of individuals. Honesty related to many psychological attributes. Therefore, it recommended embedding motivations in educational honesty that concluded from various scientific disciplines.

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Learning facts during aging: the benefits of curiosity

Abstract: These findings show that elderly individuals benefit from the memory-enhancing effects of curiosity. This may lead to the implementation of learning strategies that target and stimulate curiosity in aging.

Cited by 43 publications

References 35 publications

Curiosity and surprise enhance memory differently in adolescents than in children

Curiosity and surprise enhance memory differently in adolescents than in children

White matter pathways supporting individual differences in epistemic and perceptual curiosity

Honesty: A Multidimensional Study as Motivation for National Character Building

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