Department of Psychology, University of California, Berkeley, 2121 Berkeley Way, Berkeley, CA, 94720-1650, USA.
Department of Brain and Cognitive Sciences, University of Rochester, Rochester, NY, USA.
Psychon Bull Rev. 2019 Aug;26(4):1377-1387. doi: 10.3758/s13423-019-01598-6.
Recent work has argued that curiosity can improve learning. However, these studies also leave open the possibility that being on the verge of knowing can itself induce curiosity. We investigate how prior knowledge relates to curiosity and subsequent learning using a trivia question task. Curiosity in our task is best predicted by a learner's estimate of their current knowledge, more so than an objective measure of what they actually know. Learning is best predicted by both curiosity and an objective measure of knowledge. These results suggest that while curiosity is correlated with knowledge, there is only a small boost in learning from being curious. The implication is that the mechanisms that drive curiosity are not identical to those that drive learning outcomes.
最近的研究认为，好奇心可以提高学习效果。然而，这些研究也留下了一种可能性，即处于即将知晓的状态本身就可以引发好奇心。我们使用琐事问题任务来研究先前的知识与好奇心和后续学习之间的关系。在我们的任务中，好奇心最好由学习者对其当前知识的估计来预测，而不是由他们实际知道的客观测量来预测。学习最好由好奇心和对知识的客观测量共同预测。这些结果表明，虽然好奇心与知识相关，但仅仅因为好奇而产生的学习提升是有限的。这意味着驱动好奇心的机制与驱动学习成果的机制并不相同。
