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Updated: Jun 30, 2026
10:26
Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Knowability predicts curiosity and learning
1Department of Experimental Psychology, University of Oxford, Oxford, UK; Department for Continuing Education, University of Oxford, Oxford, UK.
Cognition
|June 28, 2026
Summary
Curiosity is driven by the perception that information is retrievable, not just an information gap. This finding enhances understanding of curiosity and its impact on learning and memory retention.
Area of Science:
- Cognitive Psychology
- Neuroscience
- Learning Sciences
Background:
- Curiosity is a fundamental human trait driving cognition and behavior.
- Existing research suggests curiosity enhances learning, but underlying mechanisms are unclear.
- Loewenstein's information gap theory posits curiosity peaks at intermediate knowledge levels.
Purpose of the Study:
- To explore the interplay between curiosity, confidence, and learning.
- To investigate the role of perceived information "knowability" in curiosity.
- To test if curiosity is triggered by information retrievability.
Main Methods:
- Two online experiments using trivia questions.
- Participants estimated candidate answers, reported curiosity and confidence.
- Memory retention assessed five days later via a memory test.
Main Results:
- Greater availability of candidate answers predicted heightened curiosity.
- Moderate confidence and enhanced memory retention were observed.
- Findings were replicated, controlling for prior knowledge.
Conclusions:
- Curiosity is influenced by the subjective perception of information retrievability.
- Perceived information accessibility significantly impacts curiosity and learning.
- Findings contribute to understanding cognitive processes underlying curiosity and effective learning strategies.
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