Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The curiosity feedback loop model considers the nature of curiosity as intrinsic motivation, regards information-seeking behaviors as an evoked outcome of curiosity, emotions as a concomitant product of curiosity, and emphasizes the dynamic and changing nature of curiosity. The model incorporates the expected value of control model and Bayesian reinforcement learning framework, and integrates research evidence from multiple functional brain systems such as the monitoring system, reward system, and control system. The model provides new ideas for understanding the neurophysiological mechanisms of curiosity. The curiosity feedback loop model decomposes a curious event into the following six processes: perceived information gap, curiosity generation, value assessment of control, information seeking, curiosity satisfaction, and information integration. Specifically, an individual develops a desire for information (reward) as a result of perceived information gap, and thus curiosity occurs. Subsequently, the individual performs a value assessment of control based on the current activity state or the expected outcome of potential behavior (e.g., information seeking). The decision to initiate information seeking is made by assessing how much control is needed to be exerted for the next behavior. Information seeking changes the information input, which in turn changes the individual state, and the new state becomes a cue for the value assessment of control, influencing a new round of information-seeking behavior. Information seeking corresponds to different outcomes: curiosity satisfied or curiosity unsatisfied. Curiosity satisfaction implies acquisition of information reward, which tends to increase the individual's estimate of the expected value of the new information and the validity of the behavior, which in turn reinforces information-seeking behavior. The further integration of information leads to the expansion of prior knowledge, and the expanded prior knowledge makes it easier for individuals to realize new information gap and stimulates new information-seeking behavior. This process creates a positive feedback loop that contributes to sustainable knowledge acquisition. Conversely, if information acquisition fails, the positive feedback loop will be interrupted. This dynamic loop of curiosity is embedded in the lifelong development of the individual, changing with the accumulation of experience and the development of brain. On the one hand, it is influenced and limited by various physiological changes in life development; on the other hand, the repeated consolidation of the curiosity loop also causes physiological changes that in turn affect an individual’s life development. In simple terms, the two curiosity-related systems - the dopaminergic and noradrenergic systems - contribute to short-term attention, memory, and information-seeking behavior, and are also beneficial for the long-term maintenance and improvement of cognitive function. Curiosity studies become increasingly multidisciplinary and cross-cutting, and therefore a unified concept and framework is needed as a basis for further scientific discussion. Regarding future curiosity research, increased attention could be given to: (1) strengthening the focus on curiosity satisfaction; (2) improving existing paradigms for curiosity research; (3) enhancing comparisons of the use of internal and external rewards; and (4) valuing the developmental aspects of curiosity research.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Affective diathesis refers to an individual’s emotional psychological quality. It is a series of relatively stable psychological traits that are formed from the combination of both genes and the environment. In recent years, China's graduate student enrollment has increased each year. However, few studies have examined graduate students’ affective diathesis. A large-scale research study on the affective diathesis of Chinese contemporary graduate students is a significant, though challenging, endeavor. We analyzed affective diathesis of Chinese contemporary graduate students and its influencing factors using the self-developed “College Students’ Affective Diathesis Questionnaire” and “Affecting Factor Inventory.” The college students’ affective diathesis questionnaire has six sub-questionnaires (moral affection, rational affection, aesthetic affection, interpersonal affection, life affection, and emotional intelligence), including 33 different kinds of affects. The affecting factor inventory has 35 items in personal, family, school, and social respects. The questionnaires were administered to 10,056 graduate students from 51 colleges and universities in 14 major cities (Beijing, Shanghai, Nanjing, Guangzhou, Changchun, Zhengzhou, Xi'an, Wuhan, Xining, Lanzhou, Guiyang, Nanning, Haikou, Kunming, and so on). The geographical regions included well-developed, developing, and less-developed regions in China. The results revealed the following. First, the affective diathesis of Chinese contemporary graduate students is generally positive. The development levels of life affection and moral affection were relatively high; the development levels of interpersonal affection, aesthetic affection, and emotional intelligence were relatively low. For the specific affections, the development levels of patriotism, responsibility, credibility, self-reliance, self-esteem, achievement, aesthetic for nature, and emotional understanding ability were relatively high; the development levels of integrity, forgiveness, aesthetic for humanity, and emotional expression ability were relatively low. Second, the results revealed that there was a structural difference between males and females. The development levels of integrity and exploration for males were higher than those for females; the development levels of intimacy, emotionally appealing, gratefulness, self-esteem, cherish, aesthetic for nature, and aesthetic for deportment for females were higher than those for males. Additionally, those who received awards had higher levels of affective diathesis, including all of the six sub-affections and nearly all of the specific affections. Further, the development levels of exploration and aesthetics for science in students majoring in science were higher than those for students majoring in liberal arts. Third, the factors that influence the development of affective diathesis in the graduate students fell into four categories: individuals, families, schools, and society. Sound moral values, more public awareness, strong interpersonal relationships, high self-expectations, and so on had a positive impact on graduate students’ affective diathesis. Finally, graduate student's development levels of public benefit, self-improvement, exploration, learning happiness, major interest, self-confidence, aesthetic for humanity, and aesthetic for science were higher than those of undergraduates. Further, the negative influence of school pressure and time spent online on affective diathesis in undergraduate students was greater than it was in the graduate students. The results from this investigation provide educators with abundant first-hand information on how to improve graduate students’ affective diathesis, as well as for academics on the theoretical implications for affective diathesis research.
Subjects: Psychology >> Cognitive Psychology submitted time 2022-07-06
Abstract：
Curiosity is the main intrinsic motivation driving information-seeking behavior. The curiosity feedback loop model decomposes a curious event into the following six processes: perceived information gap, curiosity generation, value assessment of control, information seeking, curiosity satisfaction, and information integration. These processes create a positive feedback loop that contributes to sustainable knowledge acquisition. The model emphasizes the dynamic and changing nature of curiosity. In addition, this dynamic loop of curiosity is embedded in the lifelong development of the individual, changing as experience is accumulated and the brain develops. The model incorporates the expected value of control model and Bayesian reinforcement learning framework, and integrates research evidence from multiple functional brain systems such as the monitoring system, reward system, and control system. The model provides new ideas for understanding the neurophysiological mechanisms of curiosity.
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