Epistemic Curiosity and the Region of Proximal Learning.
Epistemic Curiosity and the Region of Proximal Learning.
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DOI：
10.1016/j.cobeha.2020.06.007
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发表时间：
2020-10
影响因子：
5
通讯作者：
Eich TS
中科院分区：
文献类型：
--
作者：
Metcalfe J;Schwartz BL;Eich TS
我们提出了一个框架来理解认知好奇心作为一种元认知的感觉状态，与个人的近端学习区域（RPL），一个自适应的心理空间，我们觉得我们是在知道或理解的边缘。首先，我们回顾了几种历史观点，将RPL的观点与好奇心的其他观点进行了对比。其次，我们详细介绍了RPL框架内的过程，条件和结果，这些都被认为与好奇心有关。最后，我们回顾了几条与RPL和好奇心之间关系相关的证据。其中包括：（1）专家和新手在走神的条件下的差异;（2）调查人们是否选择学习他们对之有高与低认知感的材料的实验;（3）与人们对错误的纠正相关的结果;（4）好奇心，注意力和与舌尖状态相关的学习数据。
We propose a framework for understanding epistemic curiosity as a metacognitive feeling state that is related to the individual’s Region of Proximal Learning (RPL), an adaptive mental space where we feel we are on the verge of knowing or understanding. First, we review several historical views, contrasting the RPL perspective with alternative views of curiosity. Second, we detail the processes, conditions, and outcomes within the RPL framework which are proposed to be related to curiosity. Finally, we review several lines of evidence relevant to the relation between RPL and curiosity. These include (1) differences in the conditions under which experts and novices mind wander, (2) experiments investigating people’s choices of whether to study materials for which they have high versus low feelings of knowing, (3) results related to people’s engagement with corrections to errors made with high confidence, and (4) curiosity, attention, and learning data related to the tip-of-the-tongue state.
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DOI：
10.1073/pnas.1014269108
发表时间：
2011-09-13
影响因子：
11.1
作者：
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通讯作者：
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影响因子：
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DOI：
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发表时间：
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影响因子：
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影响因子：
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影响因子：
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