Lighting the wick in the candle of learning: generating a prediction stimulates curiosity
Open accessAbstract
Curiosity stimulates learning. We tested whether curiosity itself can be stimulated—not by extrinsic rewards but by an intrinsic desire to know whether a prediction holds true. Participants performed a numerical-facts learning task in which they had to generate either a prediction or an example before rating their curiosity and seeing the correct answer. More facts received high-curiosity ratings in the prediction condition, which indicates that generating predictions stimulated curiosity. In turn, high curiosity, compared with low curiosity, was associated with better memory for the correct answer. Concurrent pupillary data revealed that higher curiosity was associated with larger pupil dilation during anticipation of the correct answer. Pupil dilation was further enhanced when participants generated a prediction rather than an example, both during anticipation of the correct answer and in response to seeing it. These results suggest that generating a prediction stimulates curiosity by increasing the relevance of the knowledge gap.
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Generating predictions leads to higher curiosity ratings than generating examples.
“It was found that generating predictions led to higher curiosity ratings than generating examples, indicating that generating predictions indeed triggers curiosity.”
From Predicting as a learning strategy (2021) · cites this paper as Brod & Breitwieser, 2019
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- Authors
- Brod, G., & Breitwieser, J.
- Affiliations
- Goethe University Frankfurt (DE)
- DIPF | Leibniz Institute for Research and Information in Education (DE)
- Corresponding author
- Brod, Garvin
- Breitwieser, Jasmin
- Venue
- npj Science of Learning
- Published
- 2019-10-21
- Volume
- 4
- Issue
- 1
- Pages
- 17-17
- ISSN
- 2056-7936 (ISSN-L)
- PMC
- PMC6803639
- OpenAlex
- W2980624415
- Cited by
- 60
- References
- 32
- Citations by year
- 2026: 4 · 2025: 8 · 2024: 10 · 2023: 8 · 2022: 14 · 2021: 7 · 2020: 7 · 2019: 1 · 2018: 1
- FWCI
- 8.55
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- npj Science of Learning (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Pedocs (German Institute for International Educational Research) (submittedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- peDOCS (cc-by)
- Funders
- Jacobs Foundation (Research Fellowship)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
- Keywords
- curiosity, knowledge gaps, pupil dilation, anticipation, intrinsic motivation, pupillometry
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