Curiosity & Interest

C'est intéressant ! ». L'expression est devenue très courante. Imaginez la situation suivante. Hubert sert un grand cru de Bourgogne à Marie-Christine. Après en avoir bu une gorgée, Marie-Christine énonce: « intéressant » et se replonge dans son mots-croisés. Ce que Marie-Christine exprime alors est que le vin qui vient de lui être servi a « quelque chose de bien ».

This presentation will discuss a research project conducted to further develop and validate questionnaire items designed to measure situational interest in an English language learning context. The research project initially focused on identifying students’ triggered situational interest/maintained situational interest and currently focuses on the broader situational interest of students.

A self-report questionnaire was administered in a private Japanese university with first and second-year students (N=1285) of non-English majors from five faculties at the university. The questionnaires were administered to participants in the final weeks of the second (15 week) semester. Four items measured students’ affective reactions or triggered situational interest to the presentation of the course content as engaging and enjoyable and four items measured students’ maintained situational interest to the course content as being important, useful and meaningful.

The results of this research project provide insights into the relationship between student language proficiency levels and student interest levels. Implications of these results for teachers, administrators and material developers will be discussed.

Affective designs need to take into account the existence of considerable individual differences in people's emotions. In this study, individual differences in appraisal structure of knowledge emotions were addressed. Participants viewed puzzling and intriguing pictures and rated their unintelligibility and consequential feelings of interest and confusion. Rather large individual differences in the relations between unintelligibility appraisals and ensuing knowledge emotions of interest and confusion were found. These individual differences of appraisals were shown to be related to individual differences in trait curiosities by multi-level analysis. On average people with high trait diversive curiosity have tendency to feel more interest when they found pictures more unintelligible. By contrast people with high trait specific curiosity have tendency to feel more confusion when they found pictures more unintelligible.

The essence of the executive protection is to avoid conflict and tragedy through intelligent, proactive thinking coupled with awareness and training.
World over, kidnapping for ransom and assassination, has become a multi billion dollar industry. Business executives and industrialists are increasingly becoming the targets of attack of terrorists, radicals, organized crime syndicates, disgruntled dismissed employees, disturbed individuals, and other criminals. This is due to the popular perception that they or their corporations have the capacity to pay large sums of money to barter or capable of influencing political decisions.

We investigated whether young children are curious about what could have been (''counterfactual curiosity"). In two experiments, children aged 4 and 5 years (N = 32 in Experiment 1, N = 24 in Experiment 2) played a matching game in which they turned over cards in the hope that they matched a picture. After choosing a card, children could use ''x-ray glasses" to uncover unchosen cards. In Experiment 1, most children spontaneously used the glasses to peek at past alternatives, even when the outcome could no longer be altered. In Experiment 2, children concentrated their information search on alternatives that were within their control. In both experiments, children showed greater interest in counterfactual outcomes when the card they chose turned out not to match the picture. The findings suggest that young children are curious not only about what is but also about what could have been. Curiosity about alternative outcomes seems to precede counterfactual reasoning.

In this essay, Susan Engel argues that curiosity is both intrinsic to children’s development and unfolds through social interactions. Thus, it should be cultivated in schools, even though it is often almost completely absent from classrooms. Calling on well-established research and more recent studies, Engel argues that interactions between teachers and students can foster or inhibit children’s curiosity. She offers an explanation for why curiosity is not a priority in our educational system and calls for greater attention to children’s interests and explorations, which, she argues, are the mechanisms that underlie authentic learning.

Metalearning - Bring personal creativity and motivation to curiosity-led learning systems (ecology of wisdom)

"Today's fact becomes tomorrow's misinformation" stated Alvin Toffler, futurologist, in 1970. Now changes are accelerating due to the development of technology and connectivity. New learning methods are being developed and learners should not be passive because the knowledge cannot be relied upon for long.

This project introduces the idea of "Game of Knowing" the platform to support active learners to improve their interest through self-learning and collaborating. the concept of Metal

---------------------------------
You should read this if you ... :
- you want to know the role of designers, not in the terms of economic. (sociology, philosophy or changes) --- see page 6 (19 in SlideShare)
- you want to improve your capability, learn about self-learning or DIY your futures --- start from page 12 (25 in SlideShare)
- you are cognitive designer who is interested in motivation --- see page 36 (49 in SlideShare)
- you are interested in self-learning tools --- see page 46 (59 in SlideShare) and Appendix 1 page 65 (78 in SlideShare)
- you are 'Metalearner' --- free the read through this book and contact me I am also looking for chatting with you too.
Even I have already submitted this MA dissertation, but I think it's still not proper complete. I would like to develop it further. please feel free to give me any comments .

Four studies were conducted to develop and validate a measure of individual differences in attitudes towards gossip (ATG). In Study 1, exploratory factor analyses of responses to a pool of ATG items identified two factors reflecting attitudes about gossipÕs Social Value (SV) and Moral Value (MV), which provided the basis for constructing a 12-item ATG scale. In Study 2, the SV and MV factors were verified with confirmatory analysis. In Studies 3 and 4, the construct validity of the ATG scale was evidenced by (1) the ability of the SV subscale to predict interest in and intent to transmit gossip, (2) positive correlations with the Tendency to Gossip Questionnaire and negative correlations with social approval needs.

The opening chapter of Conchophilia. Shells, Art, and Curiosity in Early Modern Europe (Princeton University Press, 2021). Addresses the labor that enabled the collection of exotic shells in the Netherlands and Europe more generally, and focuses on the work of Georg Eberhard Rumphius.

Υπάρχουν σημαντικές ενδείξεις, πως οι δυνάμεις του χαρακτήρα (Character Strenghts) μπορούν να επηρεάσουν ποικιλοτρόπως την ψυχική ανθεκτικότητα. Η παρούσα έρευνα θέτει ως στόχο να διερευνήσει τη σχέση ανάμεσα στο χιούμορ και την περιέργεια, με την ανθεκτικότητα, η οποία εκλαμβάνεται ως μία δυναμική και τροποποιήσιμη  κατασκευή, και όχι ως μία σταθερή ικανότητα (Winfield, 1991). 220 άτομα ηλικίας 18-39 ετών συμμετείχαν μέσω απλής τυχαίας δειγματοληψίας, οι οποίοι κλήθηκαν να απαντήσουν σε τρία ερωτηματολόγια αυτό-αναφοράς: (Α) Στο ερωτηματολόγιο των Διαστάσεων του Χιούμορ (Martin, Puhlik - Doris, Larsen, Gray & Weir, 2003), που εξετάζει ατομικές διαφορές σε δύο δυνητικά ωφέλιμες και δύο δυνητικά επιβλαβείς διαστάσεις του χιούμορ, (Β) στο ερωτηματολόγιο Περιέργειας-Διερεύνησης-ΙΙ (Kashdan, Gallagher, Silvia, Winterstein, Breen, Terhar & Steger, 2009), για την διερεύνηση ατομικών διαφορών στην αναζήτηση νέων, καινοτόμων πληροφοριών και εμπειριών και το βαθμό απορρόφησής τους, και (Γ) στην Κλίμακα Ανθεκτικότητας Connor-Davidson CD RISK (Connor & Davidson, 2003), που αξιολογεί ένα σύνολο προσωπικών ποιοτήτων που επιτρέπουν στο άτομο να ευδοκιμεί, παρά τις αντιξοότητες. Τα αποτελέσματα των στατιστικών αναλύσεων ανέδειξαν πως μέρος των υποθέσεων που θέσαμε επαληθεύτηκαν, ενώ άλλες όχι. Ακολουθούν προτάσεις για περαιτέρω έρευνα.

Λέξεις - Κλειδιά: Θετική Ψυχολογία, Χιούμορ, Περιέργεια, Ψυχική Ανθεκτικότητα

How motivation drives learning through a self-directed process, especially in childhood, has become a much theorized, researched, and developed topic. Human learning,
once recognized as self-driven, was explored with motivation inquiries, defined with self-determined effort studies, and found depth through perseverance findings. Questions that
emerged from a review of literature defined my examination into this dynamic: the first recognized experience with inspiration, the self-directed method, and the collaborative
engagement.

This research investigated the inspiration that sparks initiative, the self-directedness for developing a plan, and the collaborative mind-set to enlist others in achieving a learning
goal. Six fifth- and sixth-grade teachers recommended eight motivated students, of which four student-parent interviews chronicled first recognized experiences with inspiration.
Qualitative analysis examined the multiple perspectives around the synergistic themes of ambitious and collaborative learning, analytical intellect and introspective awareness, and
supportive circumstances.

Importance. Interest is considered a significant educational construct. A validated instrument that can reliably be used to measure interest across different subject domains is however not available. 
Objective. To report the findings of two studies that were conducted to test the validity and reliability of a newly designed Individual Interest Questionnaire (IIQ).
Design. Study 1 was a construct validation study involving three independent high school samples from different disciplines. In Study 2 the predictive validity of the IIQ was tested by examining how well the IIQ predicts cognitive engagement and on-task behaviors and attitudes of students.
Participants. A sample of 230 chemistry, geography, and history high school students (Study 1) and 82 biology high school students (Study 2).
Setting. High schools in Singapore.
Main Outcome Measures. Confirmatory factor analysis, Hancock’s coefficient H, test of multi-group invariance, cognitive engagement and on-task behaviors and attitudes (i.e., curiosity, enjoyment, self-efficacy, attention, and boredom).
Results. Confirmatory factor analysis for the three samples suggest adequate fit of the data with the hypothesized model: History: χ2/df = 1.47; p = .13, RMSEA = .08, CFI = .96; Chemistry: χ2/df = 1.41; p = .17, RMSEA = .07, CFI = .98; and Geography:  χ2/df = 1.51; p = .11, RMSEA = .09, CFI = .94. Reliability analysis revealed high levels of reliability of the IIQ: coefficient H History: .81; coefficient H Chemistry: 85; and coefficient H Geography: .85. The test for multi-group invariance was ns, suggesting that the factor structure of the IIQ was invariant across the three subjects. The data fitted the predictive path model well: χ2/df = 1.60; p = .11, CFI = .98, RMSEA = .09 and the standardized regression weights of individual interest for the outcome measures ranged from:.69 (p < .001) cognitive engagement to -.24 (p = .03) boredom.
Conclusion and Relevance. The results suggest that the IIQ is a reliable and valid instrument to measure individual interest across different disciplines and demonstrated adequate predictive validity for cognitive engagement and on-task behaviors and attitudes. The IIQ fills the gap in the literature for a generic instrument to measure individual interest.

El contenido aproximado de colesterol en cada familia de lipoproteínas es (en % por unidad de peso): 1% en los quilomicrones, 18% en las VLDL, 50% en las LDL y 23% en las HDL. Dado que cada familia posee distinta actividad biológica, el significado clínico de un aumento de colesterol depende de la o las lipoproteínas que se encuentran en exceso. Por otra parte, los mecanismos reguladores de los niveles plasmáticos de lipoproteínas son muy complejos y pueden ser afectados por múltiples factores (genéticos, ambientales, fisiológicos o patológicos), siendo posible encontrar valores de colesterol total cercanos al rango normal acompañados de alteraciones en las fracciones lipoproteicas. Las LDL y las HDL han sido las más estudiadas por su importante actividad biológica:-las LDL, son producto del metabolismo de las VLDL en plasma, son las encargadas del transporte del colesterol exógeno (y en mucho menos proporción, endógeno) hacia el interior de las células;-las HDL, sintetizadas en el hígado, remueven el colesterol no utilizado por las células (dentro de ciertos límites de concentración), transportándolo hacia el hígado para su degradación. Diversos estudios epidemiológicos han confirmado que el exceso de colesterol de LDL con respecto a un valor crítico (1,9 g/l) debe ser considerado como factor de riesgo para el desarrollo de enfermedad cardíaca coronaria, considerando que el efecto protector de las HDL sólo parece tener relevancia dentro de cierto rango de concentraciones de colesterol circulante. Tales hallazgos permiten deducir que los valores aislados de colesterol de HDL o de LDL no pueden tomarse como índices predictivos de riesgo, sino que es necesario conformar un perfil lipídico con los valores de colesterol total, colesterol de HDL y colesterol de LDL.

There is a kind of seemingly nonsensical play behavior found in the simulation sandbox game genre. This behavior is very spontaneous and impulsive and associated with self-initiated learning, and here the author seeks to better understand what it is, and why it seems associated with simulation sandbox games. That is: What purpose does it serve, and what might provoke it? This requires a review of the literature on this play behavior, and that of the simulation sandbox genre, respectively. From this review the author concluded firstly that there is strong support that exploratory play is for discovering the structure and behavior of systems, and secondly that the observable characteristics of exploratory play make it a highly probable candidate for the bizarre behavior observed in simulation sandbox games. Moreover, several hypotheses were generated by identifying many characteristics of the genre (e.g. system complexity and responsiveness) that are directly relevant to the theorized motivations for exploratory play, suggesting some directions for future research into what conditions and designs might encourage exploratory play. Knowledge of the relationship between this genre and this form of play could prove invaluable for designing games for learning, because despite being centrally relevant to many studies on game-based learning, exploratory play has been neglected. It has been needlessly isolated in distinct strands of research on its components, which will be unified here to provide a comprehensive account of this behavior and its importance to future research in this area.

Works of art are frequently called "interesting", and the wider grammar of interestingness - "mysterious", "complex", “enlightening”, etc. - is pervasive in contemporary writings about art. Contemporary art has intertwined itself with a form of philosophical discourse, self-reflexive and critical. Moreover, a tradition of philosophers, artists and art critics have, at least since the pre-Kantian development of aesthetics, repeatedly asserted the importance of the interesting for the work of art. For these reasons, it seems that the interesting, rather than, say, beauty, is the central value of art. But how should we understand this centrality thesis? And what is it to be interesting? From a broader perspective, the interesting, as well as its psychological counterpart interest, are relevant beyond and independently of aesthetical contexts. Today, interest is a hot topic both in contemporary epistemology and empirical psychology. The input from the corresponding literatures and further philosophical considerations coming from the philosophy of mind and metaphysics of value, help clarify the concept of the interesting and buttress a general view of the property of being interesting as the value of the potential for one’s cognitive improvement. These analyses provide a more solid ground for the further investigation into how the interesting is ascribed to art. The description of numerous art works shows how the category is diversely implicated in their structure, and how important art-critical notions can be traced back to it. This contributes to an understanding of the relation between interestingness and aesthetic value, and further illuminates the role interest has in the experience of art.

This work has been awarded with the Humbert Prize by the University of Geneva (2019).

Français:

On qualifie régulièrement l’art d’« intéressant », et le vocabulaire de l’intéressant – « mystérieux », « complexe », « illuminant », etc. – est aujourd’hui omniprésent dans le discours sur les œuvres. Par ailleurs, l’art contemporain s’est rapproché d’un discours philosophique, à la fois par l’auto-analyse et comme discipline critique. De plus, des philosophes, des artistes autant que des critiques d’art ont soulignés l’importance de l’intéressant pour l’œuvre, et ce depuis le développement pré-kantien de l’esthétique. Pour l’ensemble de ces raisons, on dira que l’intéressant, plutôt que par exemple le beau, est la valeur centrale de l’art. Mais comment interpréter cette thèse de centralité ? Et qu’est-ce qu’être intéressant ? Ce qui est intéressant, ainsi que sa contrepartie psychologique, l’intérêt, sont largement indépendants des contextes esthétiques. La recherche empirique sur l’intérêt autant que les débats actuels en épistémologie illustrent ce point. Leurs apports respectifs, ainsi que des considérations de la philosophie de l’esprit et de la métaphysique des valeurs contribuent à la clarification du concept de l’intéressant et dressent une conception de la propriété d’être intéressant comme étant la valeur du potentiel de l’amélioration cognitive. Ces bases ouvrent alors la voie à l’analyse de l’intéressant comme instanciée par l’œuvre d’art. La description d’œuvres met en évidence la multiplicité de l’intéressant en tant que catégorie esthétique, ainsi que la manière dont de nombreuses notions propres à l’analyse et la critique des œuvres d’art peuvent être ramenées à l’intéressant. L’ensemble de ces discussions contribuent à esquisser le rapport entre l’intéressant et la valeur esthétique, et de là suggèrent l’importance de l’intérêt dans l’expérience de l’œuvre d’art.

Ce travail a été récompensé par le Prix Humbert de l’Université de Genève (2019).

The authors examined the relationships among students’ levels of boredom, boredom coping strategies, epistemic curiosity, and graded performance regarding mathematics lessons, with the intention to explore
the mediating roles of boredom coping strategies and epistemic curiosity in the relationship between the level of boredom and graded performance. A total of 557 students from a small city located in the Western Black Sea region of Turkey voluntarily participated in the study. Of them, 211 enrolled in an Anatolian high school and 346 enrolled in a science high school. Results showed that the level of boredom, boredom coping strategies, epistemic curiosity, and graded performance were significantly
related to each other. Results also showed that deprivation-type epistemic curiosity and interest-type epistemic curiosity played significant mediating roles in the relationship between the level of boredom and graded performance. Notably, the mediating roles of interest-type epistemic curiosity and deprivation-type epistemic curiosity differed across gender groups.

Cuando los jóvenes emperadores de México llegaron a Veracruz en 1864 visitaron la ciudad de Orizaba. Carlota bautizó a una cascada temporal como la paloma, en honor a su canción favorita mexicana, la canción "La paloma" de Se-bastián Iradier, canción que se dio a conocer en el año de 1863, era de la predilección de la emperatriz Carlota.

An Enlightening Way to Navigate through Mind-Boggling Physics Concepts Physics Curiosities, Oddities, and Novelties highlights unusual aspects of physics and gives a new twist to some fundamental concepts. The book covers both classical and modern physics in an engaging, straightforward style.
The author presents perplexing questions that often lack satisfying answers. He also delves into the stories of famous and eccentric past scientists. Many examples reveal interesting ideas, including how:

-Newton had trouble determining the mass of the moon.
-An electric motor is an electric generator run in reverse.
-Time travel that violates causality is not possible.
-Schrödinger’s cat may be both dead and alive, and there may be two of each one of us to observe the two possibilities.
-Particle physics and the basic laws of thermodynamics can appear simple yet are very complicated.
Accessible to nonspecialists and beginning students, this book provides insight into physics using minimal mathematics and jargon. It summarizes many fascinating aspects of physics employing only essential formulas. Some familiar formulas are written in standard form while other equations are written in words for greater clarity.

This essay explores the difference between a modern, strongly scientific notion of objective knowledge as 'justified true belief' and literary modes of knowledge production which deliberately replace systematic detachment from with involvement in the matters under consideration. A contrastive case study of an 18th-century dictionary entry on the "Nightingale" and some of John Clare's bird poems exemplifies the difference between articulate and personal knowledge, between what Gilbert Ryle has distinguished as 'knowing that' and 'knowing how'. In contrast to the by then established textbook approach to natural history, Clare's bird poems and natural history letters engage in poetic, process-based forms of investigation that remain sensuously responsive to, and subject to be affected by, the matter they seek to know. Clare's texts enable readers to read an observer's experience in the making and to entertain ecological modes of thinking that challenge the anthropocentric mind.

El coleccionismo es una manía que no se da en grandes epidemias, pero que aparece regularmente a lo largo de la historia. En la actualidad las cosas que se coleccionan son tan diversas que hay desde tarjetas telefónicas hasta máscaras rituales africanas. El objeto que se escoge es un asunto que realmente depende del gusto y presupuesto del coleccionista; por tanto, no es aventurado imaginar que tarde o temprano se habrá coleccionado de todo. En el siglo XVII se pusieron de moda los Wunderkammern

This article examines how museums and archaeologists present ancient Egypt to the public. For archaeology, the role of the museum is extremely significant as it is the most popular forum through which non-specialists interact with the discipline. But how often do archaeologists and Egyptologists consider the manner in which the public consumes antiquity? There is a persistent and continuing tension to develop a balance between the popular and accurate notions of ancient Egypt. Museums are a voice of authority and legitimacy; when ancient Egypt is exhibited and interpreted it must satisfy the curious fascination, while also allowing for the development of archaeological literacy. The former ensures people will visit the exhibition while the latter allows them to understand the content on a contextual and cultural level. Archaeologists must care how their discipline is perceived so that the audience can comprehend the fruits of the labour beyond that which is popularly ‘known’. The contemporary and future role of museology and Egyptian antiquities will also be discussed concerning the risk heritage places face in a world beset by conflict.

Curiosity is about being aware and open, checking things out, experimenting, and interacting with in one's surroundings. It is a tendency to wonder, to inquire, to investigate and to seek information about anything that is new or unknown. It is an essential part of human consciousness as it contributes to learning, problem solving and creative thinking. In other words a satisfied curiosity can be called as an emotionally healthy curiosity. There is a connection in the brain between curiosity, memory and learning. Thus, it can also be said that emotionally healthy child will have better retention and learning habits. When the child enters the school (s)he/she becomes more eager to learn, this is the age of socializing. At this age the child starts making friends and trusting people outside his/her family. It is very important to nurture their curiosity at this age (at primary school) because this is where the base is formed. For the present study 144 children studying in different private schools in Namchi town were selected from the total population of 223. To assess children's curiosity, Children's Curiosity Scale (English version) developed by Dr. Rajiv Kumar (2009) was used and for academic achievement of the students, the annual result of the previous class was analysed. No significant correlation was found between children's academic achievement and their curiosity.

Condițiilor social-politice în care se desfășura viața oamenilor în timpul și după terminarea celui de Al Doilea Război Mondial. Refacerea economică a țărilor socialiste. Unele definiții ale calității vieții, standardului de viață. Nivelul de trai. Soluții pentru analiza calității vieții. Obiectivele de dezvoltare ale Mileniului.                                Unele sugestii privind posibilitățile de ridicare a calității vieții

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected].

Since Berlyne's groundbreaking work in the 1960's, curiosity has been a popular topic for psychological research. Despite a rich history of research, scientists have not been able to agree upon a single definition or taxonomy of curiosity. These diverging perspectives have led to a breadth of research that has yet to be integrated under one framework. Moreover, most research on curiosity has focused on neural mechanisms and ontogenetic characteristics, while the evolutionary aspects of curiosity have received little attention. I propose that research on curiosity can benefit from an evolutionary perspective, and more broadly from a biological perspective on information-gathering behavior. In this chapter, I synthesize the literature on curiosity from the perspective of behavioral biology-i.e., Tinbergen's four questions. The behavioral biology framework provides a powerful lens through which questions about behavior can be asked and iterative empirical work and theoretical construction can take place. In particular, I argue that evolutionary perspectives on curiosity can help identify the "joints" of nature at which curiosity may be carved. By identifying the function of different types of curiosity, a more robust and universal taxonomy of curiosity can be created.

This chapter explores the place of curiosity in classical Confucianism by considering the role of questions and practices of questioning in the Analects. Although neither curiosity nor inquisitiveness appear on standard Confucian lists of the virtues, several other parts of the tradition testify to something like it. Most obviously, there is the keen emphasis on ‘love of learning’ as a crucial component of genuine goodness, and the centrality of questions and good questioning practices to the Analects. Confucius himself exemplifies a mode of virtuous curiosity, marking off certain topics as fit or unfit for discussion and investigation. Moreover, the broader structure of Confucian ethics provides constraints on proper objects and practices of curiosity – not least li, the rites’ that add ethical and epistemic dimensions to the appropriate asking of questions, and xiao, the ‘filial piety’ that ensures properly respectful interpersonal relations, partly by regulating the ways of questioning that are permitted (whether, for instance, one should critically question the instructions of one’s parents or the teachings of the ancients). By pulling together these different aspects of Confucianism, and building on recent work in virtue epistemology, I articulate distinctively Confucian conceptions of curiosity and inquisitiveness. The gist is that a person engaging in genuine moral self-cultivation requires a profound curiosity – a ‘love of learning’ – that drives them to acquire the sorts of disposition, knowledge, and experience appropriate to a jūnzǐ (a ‘consummate’ or morally cultivated person). On this basis of curiosity, construed as an effective epistemic disposition, a person can come to develop a virtue of inquisitiveness – a disposition to ask the right sorts of questions of the right sorts of people at the right times in the right ways for the right reasons. This is a virtue that we see Confucius exemplifying in his own teaching. Analects itself provides many examples of students succeeding and failing to exercise virtuous inquisitiveness. I end the chapter by sketching some of the vices that Confucius associates with defective curiosity and inquisitiveness. If so, we find, in classical Chinese philosophy, an exercise in virtue epistemology, guided by a substantive moral vision.