Fandakova, Y., & Gruber, M. J. (2021). States of curiosity and interest enhance memory differently in adolescents and in children. Developmental Science, 24(1), e13005.

Question 1

abstract

Answer 1

Curiosity – broadly defined as the desire to acquire new information – enhances learning and memory in adults. In addition, interest in the information (i.e., when the information is processed) can also facilitate later memory. To date, it is not known how states of pre-information curiosity and post-information interest enhance memory in childhood and adolescence. We used a trivia paradigm in which children and adolescents (N = 60, 10–14 years) encoded trivia questions and answers associated with high or low curiosity. States of high pre-answer curiosity enhanced later memory for trivia answers in both children and adolescents. However, higher positive post-answer interest enhanced memory for trivia answers beyond the effects of curiosity more strongly in adolescents than in children. These results suggest that curiosity and interest have positive effects on learning and memory in childhood and adolescence, but might need to be harnessed in differential ways across child development to optimize learning.

Question 2

independent en dependent variables

Answer 2

• independent: pre-information curiosity & post-information interest
• dependent: memory

Question 3

2 resultaten

Answer 3

1. States of high pre-information curiosity enhance learning and memory in children and adolescents.
2. Adolescents, but not children, were more likely to remember information when it was more interesting (post-information) than their initial state of curiosity.

Question 4

IPEs=

Answer 4

information prediction errors, the discrepancy between post-information interest and pre-information curiosity. IPEs may be an important driver of memory

Question 5

hoe relateren IPE’s zich aan the information gap theory

Answer 5

the information gap theory postulates that predicting whether the expected information will resolve uncertainty is critical for curiosity.

Question 6

IPEs are also in line with …

Answer 6

reward prediction errors, (the difference between a received reward value and the originally expected reward value). Reward prediction errors have been shown to be a key driver of learning in various contexts.

Question 7

RQ

Answer 7

We investigated how curiosity and interest separately and jointly via IPEs contribute to memory in children and adolescents between 10 and 14 years.

Question 8

methode

Answer 8

(a) a screening phase, (b) a study phase, (c) a ~20-min delayed surprise recognition test phase for incidental face images, and (d) a subsequent surprise recall test for trivia answers presented during the study phase

1. To induce curiosity, we used a trivia paradigm in which participants anticipated answers to trivia questions that were associated with varying degrees of curiosity. First, participants rated their curiosity about a series of trivia questions.
2. Subsequently, participants anticipated and encoded the correct answer.
   During the anticipation phase, participants encoded an incidental face image to investigate potential memory enhancements for incidental information encountered during high-curiosity states. (“Can this person help you?”).
   Following the presentation of the answer, participants rated their subjective interest in the answer.
3. Memory for the faces presented during anticipation was tested after a 20 min delay.
4. Followed by a cued-recall test of the answers to the trivia questions. (“Have you seen this person before?”)

Question 9

eye tracking was also measured, but not analyzed

Answer 9

oke

Question 10

The high-curiosity condition included ‘3’ and ‘4’ curiosity ratings, and the low-curiosity condition included ‘1’ and ‘2’ curiosity ratings.

Answer 10

oke

Question 11

nog even kijken naar figuren in slides!

Answer 11

echt doen