Interesting things and curious people: Exploration and engagement as transient states and enduring strengths.

By Paul J Silvia, T. Kashdan. 2009

123 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/320500dfadcc646cdb055905d8a00857f3188c4e

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Psychological Flexibility as a Fundamental Aspect of Health (2010, background): “…(Izard, 1977; McCrae & Costa, 1997); they show a willingness to make room for the positive and negative feelings that often arise when confronting novel, complex, uncertain, and unpredictable stimuli such that they engage rather than avoid (Kashdan & Silvia, 2009; Silvia & Kashdan, 2009).”
Science Is Awe-Some: The Emotional Antecedents of Science Learning (2017, background): “…all these emotions are triggered when gaps in our existing knowledge are made salient (Kashdan, Sherman, Yarbro, & Funder, 2013; Loewenstein, 1994; Silvia & Kashdan, 2009), and are thought to influence processes related to acquiring or revising that knowledge, there are important distinctions…”
The Teasing Effect: An Underappreciated Benefit of Creating and Resolving an Uncertainty (2018, background): “…and later resolve the uncertainty, students will learn to enjoy the process (Csikszentmihalyi 1990; Kapp 2012), develop long-lasting habits of knowledge seeking (Kashdan and Silvia 2009; Silvia 2008; Silvia and Kashdan 2009), and live a happier life for years to come (Kashdan and Steger 2007).”
The five-dimensional curiosity scale: Capturing the bandwidth of curiosity and identifying four unique subgroups of curious people (2018, unknown): “Prospective and experimental studies should continue to address well-being as an outcome while extending into other domains such as work engagement, productivity, creativity, innovation, social networks, and leadership (Silvia & Kashdan, 2009).”
Disentangling Curiosity: Dimensionality, Definitions, and Distinctions from Interest in Educational Contexts (2014, background): “Indeed, consideration of coping ability as important for interest (Silvia 2005, 2006; Silvia et al. 2009; Silvia and Kashdan 2009) implies that more knowledge has the potential to increase an individual’s perceptions of comprehensibility and therefore subsequent interest (presuming that other condit”