Affiliation:
1. School of Education, Bar-Ilan University, Ramat-Gan, Israel
Abstract
Abstract. Learners are more likely to remember what they study if they are motivated to do so. Such motivation can be externally driven by prospective rewards, but also intrinsically driven by curiosity. The present research focused on the role of curiosity during intentional learning. We examined the potential mnemonic benefit of curiosity, whether this benefit is undermined when learners are externally motivated to learn by rewards, and whether it can be attributed to increased study time for information they are more curious about. In two experiments, participants were presented with trivia questions, rated their level of curiosity about each question, and then studied the answers, either with or without a prospect of reward for correct recall on a subsequent test. Study time was either fixed (Experiment 1) or self-paced (Experiment 2). Performance on a memory test 1 week later suggested that curiosity enhanced long-term retention, and that rewards did not undermine the benefit of curiosity. When learning was self-paced, study time increased with curiosity but did not account for the effect of curiosity on memory. The results highlight the important role curiosity plays in learning and suggest that curiosity and rewards can be used together effectively to promote students’ learning.
Subject
General Psychology,Arts and Humanities (miscellaneous),Experimental and Cognitive Psychology,General Medicine
Cited by
19 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献