Reexamination of two learning style studies in the light of the cognitive process theory of curiosity.

Beswick, David; Tallmadge, G. Kasten

doi:10.1037/h0031817

Cited by 18 publications

(8 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the 1950's-1970's, curiosity was studied across a number of perspectives from Berlyne's (1954Berlyne's ( , 1960 neurophysiological view of curiosity as a state of moderate arousal brought about by uncertainty in the environment resulting in exploration to Beswick and Tallmadge's (1971) cognitive process theory of curiosity in which curiosity is experienced when an individual receives an incoming signal or stimulus that does not fit the cognitive map of one's world as he/she has experienced it. While not the primary focus of their theories, curiosity has been associated with a need for competence in White's (1959) view of effectance motivation and Deci's theory of intrinsic motivation (1975) and with interest in novelty in the work of Piaget (1952).…”

Section: Introductionmentioning

confidence: 99%

Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda

Arnone

Small

Chauncey

et al. 2011

Education Tech Research Dev

198

View full text Add to dashboard Cite

This paper identifies the need for developing new ways to study curiosity in the context of today's pervasive technologies and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables. While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research. This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such a perspective.

show abstract

Section: Introductionmentioning

confidence: 99%

Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda

Arnone

Small

Chauncey

et al. 2011

Education Tech Research Dev

198

View full text Add to dashboard Cite

show abstract

“…These two teaching strategies have interacted with measures of general mental ability CLT Scores (1,2,3,12,30,36,41), verbal ability (26,27), deductive and inductive reasoning abilities (11,25), sex (2,34,40), anxiety (5,37,38,39) and extroversion (28,43). Because deductive and inductive methods are widely advocated and practiced, their effects among different students need to be examined further.…”

Section: Resultsmentioning

confidence: 99%

Interactions between Instructional Methods and Styles of Concept Learning

Wright

1977

The Journal of Educational Research

View full text Add to dashboard Cite

“…Son olarak, katılımcıların geri kalanı yeni bilgi aramak için kitaplar, makaleler ve dergiler gibi geleneksel kaynakların kullanımını ele almışlardır. İlginç bir şekilde, bu tanımlamalar epistemik merakın iç içe geçmiş unsurlarından biri olarak "esneklik" boyutunu işaret etmiştir (örn., Berlyne, 1978;Beswick ve Tallmadge, 1971;Day, 1971;Deci, 1975;Spielberger ve Starr, 1994;Kashdan ve diğerleri;2009). İlk boyut olan esneklik, olumlu, gelişme odaklı anlamlara sahip maddeleri içerir (örneğin, "Zor durumları gelişmek ve öğrenmek için fırsatlar olarak görüyorum") ve esnekliğin çeşitli iyi olma göstergeleri ile yakından ilişkili olduğu gösterilmiştir (örn.…”

Section: Sonuç Ve Tartışmaunclassified

Does E-learning Trigger Epistemic Curiosity?

Saraç¹,

Mede²,

AKGUN³

2022

ENAD

View full text Add to dashboard Cite

This study aimed to explore the perceptions of tertiary level students about e-learning and determine whether it triggers their epistemic curiosity. Semi-structured interviews were conducted with 78 undergraduate students enrolled in a foundation (non-profit, private) university in Turkey. Key thematic categories including the perceptions of motivation to seek new information in e-learning, desire to cope with challenging information in e-learning, desire to discover new, uncertain, and unpredictable information in learning, and barriers to e-learning were deduced. Digital and traditional tools emerged as motivating resources promoting curiosity in e-learning. E-learning experiences also fostered the curiosity to predict novel, risky, and uncertain information. Situational factors such as timing and workload were perceived as barriers to epistemic curiosity in e-learning. The gathered findings offered suggestions and pedagogical implications for triggering epistemic curiosity through e-learning in higher education.

show abstract

Reexamination of two learning style studies in the light of the cognitive process theory of curiosity.

Cited by 18 publications

References 2 publications

Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda

Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda

Interactions between Instructional Methods and Styles of Concept Learning

Does E-learning Trigger Epistemic Curiosity?

Contact Info

Product

Resources

About