Epistemic curiosity, feeling-of-knowing, and exploratory behaviour

By Jordan Litman, Tiffany L. Hutchins, Ryan K. Russon. 2005

316 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/1be1b34d78d5957699254a05fb40a85540eed6a7

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In Experimental and Cognitive Psychology

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Citations in the corpus

Information Gaps: A Theory of Preferences Regarding the Presence and Absence of Information (2018, background): “Third, information acquisition or avoidance is highly dependent on situational determinants, such as awareness of related uncertainties, the presence of clues about the information content, or opportunities for distraction (Falk & Zimmermann, 2016; Litman et al., 2005; Loewenstein, 1994; Menon & Som”
Neural mechanisms underlying the induction and relief of perceptual curiosity (2012, background): “…account of curiosity which proposes that curiosity is a negative feeling of deprivation that is caused by an inconsistency, or gap, between one’s actual and aspired level of knowledge (Loewenstein, 1994; see Litman et al., 2005, for empirical tests and a more detailed investigation of this theory).”
Appraisal components and emotion traits: Examining the appraisal basis of trait curiosity (2008, methodology): “Participants A total of 83 students*60 women, 23 men*enrolled in general psychology at the University of North Carolina at Greensboro (UNCG) participated and received credit toward a research option.”
Interest and deprivation factors of epistemic curiosity (2008, background): “ Litman et al., 2005 ), it would be desirable to develop measures of I and D-type EC that are as differentiated as possible.”
Stimulating curiosity to enhance learning (2011, background): “General knowledge questions which the students could not answer, but had a feeling of knowing, were associated with feelings of tension and the most curiosity to find out the answers [23].”
Disentangling Curiosity: Dimensionality, Definitions, and Distinctions from Interest in Educational Contexts (2014, methodology): “Further, a study by Litman et al. (2005b) that examined the relative roles of I-type and D-type trait curiosity in predicting state curiosity for general knowledge questions.”
Curiosity and the pleasures of learning: Wanting and liking new information (2005, background): “An integrative I/D/wanting-liking model views CFD as reflecting a higher degree of wanting than CFI, suggesting that CFD should involve more intense experiences of curiosity and motivate more exploratory behaviour than CFI, which has also been demonstrated in recent research (Litman et al., 2005).”
Validity of the Interest- and Deprivation-type epistemic curiosity distinction in non-students (2010, background): “Additionally, the ECS and CFDS appear to be associated with different metacognitive states, ‘‘don’t know” and ‘‘tip-of-the-tongue”, respectively (Litman et al., 2005).”
Epistemic curiosity and self-regulation (2015, background): “…interpretation is consistent with evidence of positive relationships between D-type EC and negative affect (Litman, 2010) and D-type’s association with TOT states (Litman et al., 2005) and the ‘‘tingling, torment, [and] turmoil’’ (Schwartz, Travis, Castro, & Smith, 2000, p.19) that accompany them.”
Relationships between measures of I- and D-type curiosity, ambiguity tolerance, and need for closure: An initial test of the wanting-liking model of information-seeking (2010, result): “…quantitative differences in the extent to which they energize behavior; D-type curiosity is empirically associated with both more intense levels of reported state-curiosity and a greater degree of subsequent information-seeking behavior as compared to I-type curiosity (Litman et al., 2005).”
A Case for Domain-Specific Curiosity in Mathematics (2019, background): “Additional benefits of curiosity include exploration and persistence during learning tasks (Ainley andAinley 2011; Grossnickle 2014; Litman et al. 2005), setting achievable goals (Muis et al. 2018), engaging in inquiry-related scientific exploration (Wu et al. 2018), and using strategic processing…”