![]() ![]() When curiosity is triggered, a PACE cycle enhances memory encoding through increased attention, exploration, and information-seeking via the dopaminergic circuit, leading to enhanced hippocampus-dependent memory of curiosity-related information. PACE suggests that these prediction errors are appraised via lateral prefrontal cortex (PFC) mechanisms in order to evaluate whether the information could be valuable in the future. contextual prediction errors), prediction errors in the ACC are triggered by cognitive conflict resulting from previous knowledge (i.e. While prediction errors in the hippocampus are proposed to generally result from encountering novel or unexpected contexts (i.e. In the PACE Framework, curiosity is triggered by significant prediction errors in the hippocampus and the anterior cingulate cortex (ACC). Our predictions are centred within the PACE (Prediction, Appraisal, Curiosity, and Exploration) Framework which proposes multiple levels of analyses of how curiosity is elicited and how it enhances memory. Predictions on the neural correlates of curiosity elicitation during development. However, they also point to potential differences in the underlying mechanisms of how positive surprise affects learning across development ( Figure 1). These initial results suggest that states of curiosity can indeed be harnessed to facilitate learning in children and adolescents. Furthermore, we found that adolescents - but not children - showed better memory for answers to trivia questions that they judged as more interesting than initially expected. We found that younger children (10−12 years) and adolescents (12–14 years) demonstrated enhanced memory for answers to trivia questions for which they were curious relative to answers to trivia questions about which they were not curious. Using an age-appropriate version of the trivia paradigm, we recently investigated how curiosity and surprise affect memory in children between 10 and 14 years. These studies have been employing a trivia paradigm in which participants anticipate answers to general knowledge questions that are associated with varying levels of curiosity about the answer. 18–30 years of age) has consistently demonstrated how pre-information curiosity, post-information interest, and surprise enhance learning and memory in adults. However, a fledgling line of research in psychology and neuroscience on curiosity in young adults (i.e. Thus, children’s (subjective) desire to learn and satisfaction in experiencing desired information has rarely been taken into account when examining curiosity-based learning. Yet, we have a limited understanding of how different levels of curiosity affect children’s learning because hardly any studies to date have directly measured curiosity or asked children to report on their states of curiosity. In addition, the educational literature has emphasized the cognitive and affective mechanisms promoting school-aged children’s and adolescents’ long-lasting interest and curiosity in such domains as mathematics or physics. Furthermore, a neuroscientific approach to study curiosity development offers a unique opportunity to investigate how neural mechanisms underlying learning are modulated by the drive to learn and the satisfaction that comes from learning the desired information.Ī plethora of research has consistently demonstrated that infants and young children explore their environment actively in systematic ways, driven by a drive to reduce uncertainty and to close knowledge gaps - both key markers of curiosity. But what are the neural underpinnings underlying the positive effects of curiosity on learning and memory, and how do they develop? Answers to this question would ultimately allow us to design tailored educational approaches to optimally harness how curiosity differently affects learning across development. ![]() Experiencing and expressing higher curiosity during kindergarten predicts academic achievement in primary school, with an even larger influence in children from families with lower socio-economic status. ![]() In educational settings, curiosity for scientific knowledge is a major motivation for long-term involvement in STEM subjects and predicts academic performance. It has been shown to be a powerful driver of learning, especially in children. Curiosity, the desire to acquire new information, is often described as an epistemic emotion and is accompanied by positive affect. ![]()
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