Influencing prior knowledge through a short reading impacts curiosity and learning

Abstract

AbstractCuriosity predicts memory performance and it is influenced by prior knowledge. Reading a well‐organized text can increase curiosity in a classroom setting, however it is not clear if reading a short text written in an encyclopedic style can increase curiosity and learning without explicit educational goals. We presented participants with a short text and examined if questions related to this reading could elicit higher curiosity ratings and better recall in a thematized version of the trivia task. In the first experiment, participants subjectively judged their prior knowledge of trivia questions. The curiosity of the participants was not influenced by the reading, but the memory effect of curiosity was amplified for the questions related to it. In the second experiment, we objectively verified whether the participants knew the answers. The curiosity ratings were higher for the questions related to the reading, but only the curiosity ratings influenced recall performance. These results show that prior knowledge induced by reading can have an effect on curiosity and learning, but it depends on how this knowledge is assessed by the learner.