An Investigation of the Physiological Basis of Curiosity in Young Children and Adults

幼儿和成人好奇心生理基础的调查

• 批准号: ES/Y007611/1
• 负责人: Xiaoyun Chen
• 金额: $ 12.58万
• 依托单位: Lancaster University
• 依托单位国家: 英国
• 项目类别: Fellowship
• 财政年份: 2024
• 资助国家: 英国
• 起止时间: 2024 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FY007611%2F1
• 关键词: Investigation; Physiological; Basis; Curiosity; Young

Humans across all developmental stages exhibit pervasive curiosity-driven behaviours to seek and acquire new information. From very early on in life, young infants are sensitive to novelty in their environment and they actively and constantly explore their surroundings through their eyes and body. Adults spend time reading books, engaging with puzzles and quizzes as well as other information- seeking activities (e.g., gossip) without apparent incentives. Driven by curiosity, scientists take expeditions to discover the unknown. They dive into the deepest ocean on earth to unravel mysteries of the deep sea and have invented the Curiosity Rover for exploring the unknown space on Mars. Curiosity as an inner need for knowledge not only facilitates and shapes human cognitive development but also expands our knowledge boundaries and inspires innovation and discovery. As a key driver of cognitive development, curiosity promotes exploration, boosts learning and enhances memory. Much research suggests a few reasons for this enhancing effect including prior knowledge, curiosity anticipation and curiosity resolution. For example, when curiosity is piqued by an unsolved quiz that one might know something about, the anticipation of the answer to the quiz and the answer to the quiz (i.e., curiosity resolution) are thought to be crucial in advancing learning. In other words, the degree to which curiosity is elicited depends on an individual's prior knowledge, and once curiosity is elicited, it may create a state of anticipation, setting up a 'ready-to-learn' mode for a learner to learn, motivating the learner to explore and seek information.The key finding of my PhD thesis indeed shows that curiosity elicitation is associated with a certain arousal mechanism (the 'ready-to-learn' mode), resulting in an enhancing effect on learning, especially in young children. Most importantly, this finding has raised under-researched questions about the roles of physiological arousal and developmental change in curiosity-driven learning. Curiosity has been measured by adults' self-reporting, by infants' looking time to stimuli on a screen, by changes in pupil size, and specific brain responses to experienced information. To understand curiosity across development and in adults, new methods and analysis skills are needed. Therefore, in this Fellowship, I will apply these methods and learn new ones to conduct a follow-on study, focusing on examining the role of the physiological basis and exploring the developmental changes in curiosity-driven learning in young children and adults. More specifically, this project will involve eye-tracking, pupillometry and motion capture measures, providing a novel direction in the field by applying a multimethod approach to encapsulate the basic mechanism of curiosity, offering proof-of-concept evidence in my future ESRC New Investigator grant application.Alongside the proposed project, during the Fellowship I will disseminate my findings to academic and non-academic audiences through conference presentations, peer-reviewed publications, lay summaries as well as outreach events for early-years practitioners and the public to generate regional, national and global impacts. The Fellowship will seek to raise awareness of the role of curiosity in cognition and education, bridging the gap between research, practice and the public, increasing the practical impacts of my research.

人类在所有发育阶段都表现出普遍的好奇心驱动的行为，以寻找和获取新的信息。从很小的时候起，婴儿就对环境中的新奇事物很敏感，他们积极地不断地通过眼睛和身体探索周围的环境。成年人在没有明显诱因的情况下，花时间看书，玩谜语和小测验，以及其他寻求信息的活动(如八卦)。在好奇心的驱使下，科学家们进行了探险，以发现未知的事物。他们潜入地球最深的海洋，揭开深海的奥秘，并发明了好奇号月球车，用于探索火星上的未知空间。好奇心作为一种对知识的内在需求，不仅促进和塑造了人类的认知发展，而且拓展了我们的知识边界，激发了我们的创新和发现。作为认知发展的关键驱动力，好奇心促进了探索，促进了学习，增强了记忆力。许多研究表明，这种增强效应有几个原因，包括先前的知识、好奇心的预期和好奇心的解决。例如，当好奇心被一个人可能知道一些东西的未解测验激怒时，对测验答案的预期和测验的答案(即好奇心解决方案)被认为是促进学习的关键。换句话说，好奇心的激发程度取决于个人的先验知识，一旦好奇心被激发，它可能会产生一种期待的状态，为学习者建立一种准备学习的模式，激励学习者探索和寻求信息。我的博士论文的关键发现确实表明，好奇心的激发与某种唤醒机制(即准备学习模式)有关，从而对学习产生增强效果，特别是在幼儿中。最重要的是，这一发现提出了一些研究不足的问题，即生理唤醒和发展变化在好奇心驱动型学习中的作用。好奇心是通过成年人的自我报告、婴儿对屏幕上刺激的注视时间、瞳孔大小的变化以及对经验信息的特定大脑反应来衡量的。为了理解整个发育阶段和成年人的好奇心，需要新的方法和分析技能。因此，在本次奖学金中，我将应用这些方法并学习新的方法来进行后续研究，重点考察生理基础的作用，并探索儿童和成人在好奇心驱动的学习中的发展变化。更具体地说，这个项目将涉及眼球跟踪、瞳孔测量和动作捕捉措施，通过应用多方法方法来概括好奇心的基本机制，在我未来的ESRC新研究员资助申请中提供概念验证证据，从而在该领域提供一个新的方向。在拟议的项目期间，我将通过会议演示、同行评议出版物、层级摘要以及为早期从业者和公众举办的外联活动，向学术和非学术受众传播我的发现，以产生区域、国家和全球影响。该研究金将寻求提高人们对好奇心在认知和教育中的作用的认识，弥合研究、实践和公众之间的差距，增加我的研究的实际影响。