Curiosity and the pleasures of learning: Wanting and liking new information

  title={Curiosity and the pleasures of learning: Wanting and liking new information},
  author={Jordan Litman},
  journal={Cognition and Emotion},
  pages={793 - 814}
  • Jordan Litman
  • Published 1 September 2005
  • Psychology
  • Cognition and Emotion
This paper proposes a new theoretical model of curiosity that incorporates the neuroscience of “wanting” and “liking”, which are two systems hypothesised to underlie motivation and affective experience for a broad class of appetites. In developing the new model, the paper discusses empirical and theoretical limitations inherent to drive and optimal arousal theories of curiosity, and evaluates these models in relation to Litman and Jimerson's (2004) recently developed interest-deprivation (I/D… 
Curiosity is the intrinsic desire to know, to see, or to experience that motivates information seeking behavior. Historically, there are two major theoretical accounts of curiosity: The first
Curiosity and Pleasure Curiosity and Pleasure
Heuristic decision making received wide attention due to the work of Tversky and Kahneman (1981) and inspired multiple studies of irrationality of the human mind and a fundamental disregard for
The seductive lure of curiosity: information as a motivationally salient reward
Epistemic curiosity and the region of proximal learning
Curiosity Tempts Indulgence
Given curiosity’s characterization as a motivational drive for knowledge, prior research has primarily focused on curiosity’s positive effects on knowledge exploration, information acquisition,
Curiosity-inducing advertising: how positive emotions and expectations drive the effect of curiosity on consumer evaluations of products
Abstract First, this research investigates the curiosity-evoking potential of different curiosity triggers (information gaps, ambiguity, and novelty) that are both described by the fundamental
Homo Curious: Curious or Interested?
This review aims to clarify four perennial issues surrounding the concept of curiosity: its nature, conceptual distinction from situational interest, types, and educational implications. First, we
Interest Development and Its Relation to Curiosity: Needed Neuroscientific Research
In order to consider the relation between interest and curiosity, we first review various points of view on this issue, and discuss the scientific importance of making a distinction between the two
Curiosity and pleasure
Experimental results showing that acquisition of knowledge is hedonically pleasing are reported, indicating that the satisfaction of curiosity through acquiring knowledge brings pleasure and could improve decision making.


The psychology of curiosity: A review and reinterpretation.
Research on curiosity has undergone 2 waves of intense activity. The 1st, in the 1960s, focused mainly on curiosity's psychological underpinnings. The 2nd, in the 1970s and 1980s, was characterized
Irrational Wanting and Subrational Liking: How Rudimentary Motivational and Affective Processes Shape Preferences and Choices
This review suggests how conceptual and methodological tools from affective neuroscience and psychophysiology can refine the understanding of basic affective and motivational processes that shape political attitudes and choices.
Epistemic curiosity, feeling-of-knowing, and exploratory behaviour
The present study investigated how knowledge-gaps, measured by feeling-of-knowing, and individual differences in epistemic curiosity contribute to the arousal of state curiosity and exploratory
Feelings and Emotions: Pleasure, Unfelt Affect, and Irrational Desire
An example of unfelt affect is described in which subliminal facial expressions cause unfelt “liking,” which influences people’s reactions and beverage consumption without causing conscious emotion.
Neurobiological constraints on behavioral models of motivation.
The authors review and compare three models that differ in the nature and number of the processes identified and identify the psychological boundary defined by the two systems as being between states of nondeprivation and deprivation.
Toward Some Integration of Learning Theories: The Concept of Optimal Stimulation
After a careful review of learning theories in 1938, Hilgard concluded that they were in an "unsatisfactory state," and he added, "there are no laws of learning which can be taught with confidence"
Conceptions and correlates of openness to experience.
Feelings and Emotions: The Amsterdam Symposium
This book arose from the twenty-four keynote papers presented at a symposium held in June 2001 that bore the same title, to review the current state of the art of research on emotions from a multidisciplinary perspective.
Measuring Epistemic Curiosity and Its Diversive and Specific Components
Modately high correlations of the EC scale and subscales with other measures of curiosity provided strong evidence of convergent validity, and Divergent validity was demonstrated by minimal correlations with trait anxiety and the sensation-seeking measures.