Topic: curiosity

Study curiosity and information-seeking in children aged 10–12 in authentic classrooms at Radboud University in Nijmegen, Netherlands. The project combines experiments, classroom studies and computational modelling to understand individual differences and how learning environments influence curiosity. Responsibilities include collaborating with primary schools, developing tasks and educational materials, testing children, analysing behavioural data and writing dissertation articles. The supervision team comprises Lieke van Lieshout, Ard Lazonder, Harold Bekkering and Johanna van Schaik across

Humans and animals are not always rational. They not only rationally exploit rewards but also explore an environment owing to their curiosity. However, the mechanism of such curiosity-driven irrational behavior is largely unknown. Here, we developed a decision-making model for a two-choice task based on the free energy principle, which is a theory integrating recognition and action selection. The model describes irrational behaviors depending on the curiosity level. We also proposed a machine learning method to decode temporal curiosity from behavioral data. By applying it to rat behavioral da

Over the last decade, research on curiosity – the desire to seek new information – has been rapidly growing. Several studies have shown that curiosity elicits activity within the dopaminergic circuit and thereby enhances hippocampus-dependent learning. However, given this new field of research, we do not have a good understanding yet of (i) how curiosity-based learning changes across the lifespan, (ii) why some people show better learning improvements due to curiosity than others, and (iii) whether lab-based research on curiosity translates to how curiosity affects information seeking in real

There are stories of resilience, passion, braveness and determination and the one of Onur Güntürkün. He has managed to beat the odds in so many ways, from moving countries, surviving the polio, establishing a new field against the advice of a senior professor and much more, all the while keeping a positive spirit, an endless curiosity and the braveness to keep going despite adversities. Join me on Monday, February 28, 2022, 6 p.m. (CET) for a Growing Up in Academia with Onur Güntürkün.

Although analogical reasoning has been assumed to involve insight and its associated “aha!” experience, the relationship between these phenomena has never been directly probed empirically. In this study we investigated the relationship between representational change and the “aha!” experience during analogical reasoning. A novel set of verbal analogy stimuli were developed for use as an insight task. Across two experiments, participants reported significantly stronger aha moments and showed greater evidence of representational change on trials with more semantically distant analogies. Further,

Motivational drives are internal states that can be different even in similar interactions with external stimuli. Curiosity as the motivational drive for novelty-seeking and investigating the surrounding environment is for survival as essential and intrinsic as hunger. Curiosity, hunger, and appetitive aggression drive three different goal-directed behaviors—novelty seeking, food eating, and hunting— but these behaviors are composed of similar actions in animals. This similarity of actions has made it challenging to study novelty seeking and distinguish it from eating and hunting in nonarticul

Recent years have seen a considerable surge of research on interest-based engagement, examining how and why people are engaged in activities without relying on extrinsic rewards. However, the field of inquiry has been somewhat segregated into three different research traditions which have been developed relatively independently --- research on curiosity, interest, and trait curiosity/interest. The current talk sets out an integrative perspective; the reward-learning framework of knowledge acquisition. This conceptual framework takes on the basic premise of existing reward-learning models of in

Recent years have seen a considerable surge of research on interest-based engagement, examining how and why people are engaged in activities without relying on extrinsic rewards. However, the field of inquiry has been somewhat segregated into three different research traditions which have been developed relatively independently -- research on curiosity, interest, and trait curiosity/interest. The current talk sets out an integrative perspective; the reward-learning framework of knowledge acquisition. This conceptual framework takes on the basic premise of existing reward-learning models of inf