Curiosity as Feelings of Interest and Deprivation

• In Event: Motivation and Learning: What Is Provocative and/or Novel?

Abstract

Curiosity has been studied by psychologists for over a century, yet curiosity remains poorly understood. In this presentation, I will overview new findings about trait and state curiosity that help illuminate its complex nature.

First, psychometric research finds curiosity has two correlated, but distinct, dimensions. One involves the anticipated pleasure of making interesting (I) discoveries; the second reflects an unsatisfied drive to know, and bothersome feelings of being deprived (D) of knowledge (Litman & Silvia, 2006; Litman, 2008; Litman, Crowson, & Kolinski, 2010).

Second, studies of individual differences in I and D curiosity show that not only is Openness a major correlate of curiosity, but so is Conscientiousness (Litman & Mussel, 2013).

Third, psychometric instruments designed to take the I/D distinction into account predict whether students will develop deep vs. surface learning study-strategies; however, the “general” intellectual curiosity measures (i.e., Need For Cognition) mainly predicts intellectual avoidance (Richards, Litman, & Roberts, 2013; Powell, Nettelbeck & Burns, 2016)).

Fourth, as an emotional-motivational state, D-curiosity is found to be more intense and to motivate more actual information-seeking behavior than I-curiosity, suggesting that D-curiosity involves a more urgent and compulsive motive (i.e., greater incentive salience) to learn (Litman, Hutchins, & Russon, 2005). However, as a personality trait, D-curiosity is found to be associated with risk-aversion and impulse-control whereas I-curiosity is associated with a willingness to take risks and greater venturesomeness (Lauriola et al, 2015; Piotrowski, Litman, & Valkenburg, 2014).

Fifth, I-curiosity is positively correlated with measures of Intrinsic Motivation and learning purely for fun, but D-curiosity is a “blended” motive, associated with both Intrinsic and Extrinsic Motivation, such as concerns about the accuracy and usability of knowledge; neither correlates with fully extrinsic motives, such as desires for money or praise (Litman, 2008; Litman, Crowson, & Kolinski, 2010; Koo & Choi, 2010).

Author

• Jordan Aries Litman, Saint Leo University