Does repetition enhance curiosity to learn trivia question answers? Implications for memory and motivated learning.
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| Title: | Does repetition enhance curiosity to learn trivia question answers? Implications for memory and motivated learning. |
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| Authors: | Chen, Ashley (AUTHOR), Whatley, Mary C. (AUTHOR), Halamish, Vered (AUTHOR), Castel, Alan D. (AUTHOR) |
| Source: | Memory. Apr2025, Vol. 33 Issue 4, p447-460. 14p. |
| Subjects: | Self-evaluation, Prompts (Psychology), Undergraduates, Multiple regression analysis, Descriptive statistics, Uncertainty, Motivation (Psychology), Odds ratio, Memory, Learning strategies, Cognition |
| Abstract: | Curiosity, an intrinsic desire to seek new information, benefits motivation and learning. While curiosity is associated with novelty, less is known about how the repetition of a question without its answer affects curiosity and memory. In two experiments, participants viewed 60 trivia questions, half of which were repeated, and rated their curiosity to learn the answers. Repeated questions had their answers revealed during the second presentation, and participants were given a cued-recall test after 24 h. We found that curiosity ratings remained constant across presentations, but when repeated and non-repeated questions were intermixed, participants were more curious about non-repeated questions, which were relatively more novel (Experiment 1). However, when participants guessed answers before studying them (pretesting), they were more curious about repeated questions (Experiment 2). Curiosity ratings also increased across presentations, perhaps reflecting greater cognitive agency motivated by an eagerness to verify one's guess. Overall, the subjective experience of curiosity appears to be influenced by both relative novelty, as manipulated through repetition, and task demands, specifically whether individuals engage in pretesting, indicating that curiosity-based learning is shaped by various cognitive operations. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Curiosity, an intrinsic desire to seek new information, benefits motivation and learning. While curiosity is associated with novelty, less is known about how the repetition of a question without its answer affects curiosity and memory. In two experiments, participants viewed 60 trivia questions, half of which were repeated, and rated their curiosity to learn the answers. Repeated questions had their answers revealed during the second presentation, and participants were given a cued-recall test after 24 h. We found that curiosity ratings remained constant across presentations, but when repeated and non-repeated questions were intermixed, participants were more curious about non-repeated questions, which were relatively more novel (Experiment 1). However, when participants guessed answers before studying them (pretesting), they were more curious about repeated questions (Experiment 2). Curiosity ratings also increased across presentations, perhaps reflecting greater cognitive agency motivated by an eagerness to verify one's guess. Overall, the subjective experience of curiosity appears to be influenced by both relative novelty, as manipulated through repetition, and task demands, specifically whether individuals engage in pretesting, indicating that curiosity-based learning is shaped by various cognitive operations. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09658211 |
| DOI: | 10.1080/09658211.2025.2471972 |
