1 / 6

Epistemic Curiosity and Self-Regulation

July 2017. Epistemic Curiosity and Self-Regulation. Jordan Litman. With support from. What is Epistemic Curiosity?. Epistemic Curiosity (EC) is the desire to learn new intellectual knowledge such as facts, ideas, solutions.

kinneys
Télécharger la présentation

Epistemic Curiosity and Self-Regulation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. July 2017 Epistemic Curiosity and Self-Regulation Jordan Litman With support from

  2. What is Epistemic Curiosity? Epistemic Curiosity (EC) is the desire to learn new intellectual knowledgesuch as facts, ideas, solutions. • Individual differences in EC are experienced & expressed as correlated (mdn r = .5) but distinct motives to… Induce feeling interested in new knowledge “I can spend hours on a single problem because I just can’t rest without knowing the answer” “I enjoy exploring new ideas” Reduce feeling deprived of new knowledge [I-type] [D-type] “Need to know” attitudes Self-directed“impasse-driven” learning Overlaps with O & especially Conscientiousness Intermediate knowledge-gaps: “TOT” & “FOK” Highstate-curiosity & knowledge-seeking “Learning is fun” attitudes Self-directed“anticipated interest” learning Overlaps most with Openness (O) Large knowledge-gaps “Don’t Know” Moderatestate-curiosity & knowledge-seeking • EC experiences are theorized as intertwined cognitive-affective processes (i.e., Knowledge Emotions) • I-type: POSITVEwhen aroused& if satiated (low wanting + high liking = information “snacking”) • D-type: NEGATIVEwhen aroused, then POSITIVEif satiated (high wanting + high liking = “hungry” to know!) • Major Goal • Examine relationships between EC and several self-regulatory strategies to inform us of how • I-typeand D-typeEC may differentially orient individuals to approach & use new knowledge!

  3. Participants and Measures • Validated translations of the 5-item I-type and D-type EC scales (5-item scales, αrange = .75 - .85) • Study 1 • (Italians, N = 151) • Emotion Regulation Questionnaire (ERQ) • Cognitive Reappraisal: Change view to control emotions • Expressive Suppression: Maintain composure (restraint) • Elaboration on Potential Outcomes (EPO) • Generation/Evaluation: Think before you act • Positive Focus: Optimistic, more carefree outlook • Negative Focus: Pessimistic, more cautious outlook • RiskTaking (RT-18) • Risk-Taking Behavior: Willing to take risks • Risk Assess.: Tend to interpret potential risks as safe • Study 2 • (Americans, N = 218; Germans, N = 56) • BIS: Regulation of avoidance • BAS: Regulation of approach • Drive • Fun Seeking • Reward Responsiveness

  4. Study 1: Italian Respondents Source: Lauriola, M., Litman, J. A., Mussel, P., De Santis, R., Crowson, H.M., & Hoffman, R.R. (2015). Epistemic curiosity and self-regulation. Personality and Individual Differences, 83, 202-207.

  5. Study 2: American & German Respondents Implications for I-type and D-type EC as Distinct Knowledge Emotions [D-type] [I-type] D-type involves thoughtfulness, & caution when seeking knowledge D-type may motivate eschewing “frivolous” over “useful” information D-type’s lack of +r with Reward & Drive reflects impulse control & sustained effort (self-directed impasse-driven). I-type reflects fun, carefree approach to seeking knowledge I-type may be associated with taking “creative chances” I-type may also involve more impulsivity, but less deliberation (self-directed anticipated interest) Low BAS+High BIS=Impulse-control and punishment-sensitivity interactedwith D-type EC Future Research Examine whether I-type and D-type EC differentially predict resource expenditure if knowledge-seeking is constrained (e.g., place limits on question-asking). Source: Lauriola, M., Litman, J. A., Mussel, P., De Santis, R., Crowson, H.M., & Hoffman, R.R. (2015). Epistemic curiosity and self-regulation. Personality and Individual Differences, 83, 202-207.

  6. NEW RESEARCH ON EC AS A KNOWLEDGE EMOTION: Faces of I-type and D-type states Action units of face capture can also reliably detect and differentiate between YN and WHfacial expressions. • I-typeexpressions? D-type expressions? Facial expressions in Sign Language =non-manual grammatical markersthat express emotion Raised eyebrows/open eyes = neutral to positive valences Furrowed brows/narrowed eyes suggest negative valences Two major types of inquisitive faces are found cross culturally in sign languages that map closely onto I-type and D-type EC: YES/NO questions: Raised brows, eyes open wide. Wide open query, lacking any details, larger information gaps(I-type?) WH-questions: Furrowed brows, eyes narrowed. Seek specific details, smaller knowledge-gaps (D-type?) Also found in infants young as 3 months when involved in cognitive engagement tasks -- they also have clear emotional markers! All of these faces overlap with faces of thinking, “interested” attention, problem solving, mental effort, impasse-driven learning (esp. brow furrow), etc. This is unlikely to be coincidental… Research is ongoing right now in my lab on real-timestate curiosity, inquisitiveness and information seeking using this approach – so stay tuned 

More Related