The limits of curiosity? New evidence for the roles of metacognitive abilities and curiosity in learning
Year: 2024
Type: article
Abstract: The current study investigated how metacognitive abilities such as Knowledge Confidence (subjective prior knowledge estimate) and Correctness Confidence (appraisal of the likelihood of closing the gap) relate to curiosity, and examined the roles of these metacognitive measures and curiosity in learning. Using a blurred picture paradigm in which participants viewed blurred pictures and provided their metacognitive and curiosity estimates, the current study identified distinct connections between Knowledge Confidence, Correctness Confidence and curiosity. Our finding suggests that when Knowledge Confidence is at low or medium levels, curiosity is particularly heightened. In contrast, Correctness Confidence linearly influences curiosity such that the higher the Correctness Confidence, the greater the curiosity. We also find that learning is best predicted by a learner's metacognitive appraisal of their knowledge gap, especially when they are on the verge of knowing, and this learning effect is independent of curiosity. These findings provide new evidence for the role of curiosity and metacognition in learning, highlighting limits of the effect of curiosity on learning. Supplementary Information: The online version contains supplementary material available at 10.1007/s11409-024-09407-9.
Source: Metacognition and Learning
Institutions: Lancaster University, University of Manchester
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,090
OpenAlex ID: W4404391035