Experiences and Expressions of Epistemic Curiosity: Taking Interest in and Feeling Deprived of New Knowledge

• In Event: 66.051 - Curiosity and Interest: Clarifying the Relationship

Abstract

Research indicates that individual differences in Epistemic Curiosity (EC) -- the desire to obtain new knowledge such as ideas or facts – are experienced and expressed in two overlapping, but distinct ways: I-type, which involves wanting new knowledge expected to stimulate positive feelings of “interest”, and D-type, experienced as feeling “deprived” of key pieces of knowledge needed to eliminate unknowns and improve comprehension (Litman, 2008; 2010; Litman et al, 2010).

Arousal of I-type curiosity is phenomenologically pleasant, and triggered by opportunities for new discoveries expected to be enjoyable. I-type’s satiation corresponds to experiences of situational interest that reflect increased attention and positive affect (Renniger & Hidi, 2011). D-type curiosity’s arousal reflects mildly unpleasant experiences of puzzlement when encountering “information-gaps”, as exemplified by unsolved puzzles or unanswered questions (Loewenstein, 1994; Powell et al, 2016). The satiation of D-type EC is hypothesized to result in experiences of reward by relieving uncomfortable drive-like states. Thus, D-type states are theorized to be more intense than I-type, and to motivate more knowledge-seeking behavior (Litman, 2005).

This panel presentation will provide an overview of:
(1) Key theories about the I/D distinction (Litman, 2005), bridging classic theory and research in curiosity (e.g., Berlyne, 1954) with contemporary work on the affective-neuroscience of “wanting” and “liking” (e.g., Berridge & Robinson, 2003; Panksepp et al, 2002), subcortical dopamine and opioid pathways implicated in subjective experiences of desire and reward. Preliminary research suggests that relatively high wanting and high liking correspond to D-type experiences (i.e., subjectively strong appetite, discomfort until satisfied, high reward when satiated), whereas more moderate wanting and relatively low liking underlies I-type experiences (i.e., subjectively weak appetite, satiation results in less reward).

(2) Empirical research methods employed to study I- and D-type curiosity, including self- and other-report psychometrics, brain imaging techniques, facial-metrics, and measures of executive control, monitoring, and retrieval processes in memory and metacognition (e.g., Gruber et al, 2014; Litman et al, 2005; Piotrowski et al, 2014; Sullivan & Lewis, 2003).

(3) Research findings that address the meaningfulness of the I/D distinction: I-type EC is associated with novelty-seeking; ambiguity-tolerance; openness to new ideas; optimism regarding new experiences; setting learning-goals aimed at having fun; relatively low to moderate intensity curiosity-states and limited information-seeking behavior. D-type EC is associated with both openness and conscientiousness; setting learning-goals concerned with the accuracy and usefulness of knowledge; use of caution, deliberation, and judiciousness in thinking and reasoning; highly intense curiosity-states, and devoting time and effort when seeking information (Lauriola et al, 2015; Litman et al, 2005; Koo & Choy, 2010; Richards et al, 2013).

(4) Suggestions for applying our understanding of EC to developing exercises for “strengthening” or improving the “flexibility” of an individual’s natural I- and D-type tendencies. One example of such exercises includes proposed guidelines for “flipped classroom” projects (some of which utilize social media), which will offer opportunities for learners to engage in both free exploration (i.e., I-type) as well as collaborate, share, and combine newly learned knowledge in order to solve problems or test theory-driven hypotheses (i.e., D-type).

Author

• Jordan Aries Litman, University of Maine at Machias