Intellectual curiosity
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Intellectual curiosity (also called epistemic curiosity) is curiosity about how things function. It can be differentiated from another type of curiosity that does not lead to acquisition of knowledge, such as curiosity about the intimate secrets of other people. It is a facet of openness to experience in the Five Factor Model used to describe human personalities[1] . It is similar to need for cognition and typical intellectual engagement.
History
In 1738, Hume differentiated between "love of knowledge" and "passion derived from a quite different principle [that is] an insatisfiable desire for knowing the actions and circumstances of neighbours" (p. 453)[2]
Later, in 1954, Berlyne differentiated it into perceptual curiosity and epistemic curiosity.
[3]
A psychometric scale to assess epistemic and perceptual curiosity was developed in 2004. [4]
Intellectual curiosity and intellectual development in children
Humans seem to be born with intellectual curiosity, but depending on how parents react to questions from their children, intellectual curiosity might be increased or decreased. Parents that always react negatively to questions asked by their children, are discouraging them from asking questions, and that is likely to make them less curious. On the other hand, parents that always react positively to questions asked by their children, are encouraging them to ask questions, and that is likely to make them more curious. There is a book about how to foster intellectual curiosity and a love for knowledge in children [5].
In relation to academic performance
It has been positively correlated with academic performance[6].
Intellectual curiosity and scientific progress
Toby E. Huff has argued that the European civilization had a high level of intellectual curiosity during the scientific revolution [7]. He also argues that other civilizations have had a high level of intellectual curiosity in their most progressive stages.
The neurobiological basis of intellectual curiosity
The temporal lobe is involved in understanding. Intellectual curiosity might be regarded as the trait that motivates growth of understanding in the temporal lobe. Motivation is effectuated by the neurotransmitter dopamine.
Similarity to other concepts
Due to a high level of correlation (.78), it has been argued that need for cognition and typical intellectual engagement basically are measuring the same trait[8].
References
- ^ Costa, P. T. & McCrae, R. R. (1992). NEO personality Inventory professional manual. Odessa, FL: Psychological Assessment Resources.[page needed]
- ^ Selby-Bigge, David Hume. Ed. by L. A. (1987). A treatise of human nature (2. ed ed.). Oxford [u.a.]: Clarendon Pr. ISBN 978-0198245889.
{{cite book}}:|edition=has extra text (help) - ^ BERLYNE, D. E. (August 1954). "A THEORY OF HUMAN CURIOSITY". British Journal of Psychology. General Section. 45 (3): 180–191. doi:10.1111/j.2044-8295.1954.tb01243.x.
- ^ Goff, Maynard; Ackerman, Phillip L. (1992). "Personality-intelligence relations: Assessment of typical intellectual engagement". Journal of Educational Psychology. 84 (4): 537–552. doi:10.1037/0022-0663.84.4.537.
- ^ Swanson, Kristen; Krause, Dianne; Selak, Bill; Casas, Jimmy; Hasty, Desmond; Juliani, A. J.; Gabriele, Anthony; Mogg, Steve; Dougherty, Kevin; Couros, George. Intellectual Curiosity In Our Schools. LeanPub.
- ^ von Stumm, Sophie; Hell, Benedikt; Chamorro-Premuzic, Tomas (November 2011). "The Hungry Mind". Perspectives on Psychological Science. 6 (6): 574–588. doi:10.1177/1745691611421204.
{{cite journal}}: More than one of|pages=and|page=specified (help) - ^ Huff, Toby E. (2010). Intellectual curiosity and the scientific revolution a global perspective (1. publ. ed.). Cambridge: Cambridge University Press. ISBN 978-0521170529.
- ^ Woo, Sang Eun; Harms, Peter D.; Kuncel, Nathan R. (October 2007). "Integrating personality and intelligence: Typical intellectual engagement and need for cognition". Personality and Individual Differences. 43 (6): 1635–1639. doi:10.1016/j.paid.2007.04.022.