Curiosity as the impulse to know: common behavioral and neural mechanisms underlying curiosity and impulsivity

Regional brain structure at the intersection of novelty-seeking trait and anxiety

The interplay between novelty-seeking (NS) and anxiety is critical in decision-making and adaptive behaviour, yet its neuroanatomical underpinnings remain poorly understood. Given that NS reflects a propensity for exploration and risk-taking, while anxiety modulates threat sensitivity, understanding their interaction may provide insight into neural mechanisms underlying approach-avoidance behaviour. In this study, we investigated the association between regional grey matter (GM) structure, NS, anxiety, and their interaction using voxel-based morphometry (VBM) and source-based morphometry (SBM). Structural MRI data from 50 healthy participants were analysed in relation to NS (Tridimensional Personality Questionnaire) and anxiety (State-Trait Anxiety Inventory). Key findings revealed that NS alone was not associated with GM structure potentially due to more stringent inclusion criteria than previous studies. In contrast, trait anxiety correlated with increased subcallosal gyrus volume in VBM and was negatively associated with SBM-derived components encompassing the temporal and frontal cortices (e.g., left inferior temporal gyrus, inferior frontal gyrus, middle temporal gyrus, left middle frontal gyrus). Importantly, a significant NS-anxiety interaction emerged in the left inferior frontal gyrus (LIFG) GM volume (GMV) in VBM, suggesting a structural basis for the modulation of exploratory behaviour by anxiety. No significant interaction effects were observed in SBM analyses. These findings provide novel insights into the neural correlates of reward-related decision-making and anxiety regulation. The LIFG, in particular, may represent a key region where NS and anxiety converge to shape behaviour. Given its role in impulse control and harm avoidance, these results highlight the potential for targeted interventions aimed at modulating prefrontal circuits in impulsivity-related disorders.

Urges now, interests later: On the factors and dynamics of epistemic curiosity

More information today is becoming more accessible to more people at an ever-growing rate. How does epistemic curiosity operate in this expanding informational landscape? We test a novel theory which postulates that experienced curiosity is a function of two psychological factors: Interest, which is cognitive, "cool" and relatively stable in time, and Urge that is "hot" and quick to rise and decay. These factors determine one's experienced curiosity at any given point in time. Interestingly, these temporal dynamics may lead to time-dependent changes in epistemic choices. In a series of forced-choice experiments (n = 702), participants chose between receiving answers to either high-Urge or high-Interest questions. Consistent with predictions derived from our theory, we found a present-bias in preference for Urge. Our theory explains why, in stark contrast to individual interest and with the potential to derail public discourse, a competition for our attention inherently incentivizes the use of inciting and sensational information. We present and test a theory-based behavioral nudge that partially ameliorates these effects. STATEMENT OF RELEVANCE: Understanding the fundamentals of epistemic choices has important individual, societal, and economic implications. We develop and test a two-factor model, which captures cognitive and motivational determinants of curiosity. The model accounts for a modern-day paradox: how we chronically defer the consumption of information we find interesting (e.g., works of art and science), by succumbing to epistemic urges (e.g., finding the whereabouts of celebrities). From a societal perspective, an abundance of information in an environment that monetizes attention motivates the engineering of information for immediate engagement. We provide a novel psychological framework to describe the information attraction governing our daily lives. We also show how our theory may be used to allow people to consume more of the information they actually want, rather than the information they are tempted to consume.

The Neural Markers of Perceptual Uncertainty/Curiosity-A Functional Near-Infrared Spectroscopy Pilot Study

Background: Curiosity is an immanent aspect of human experience linked to motivation, information-seeking, and learning processes. Previous research has highlighted the significant role of the orbitofrontal cortex (OFC) in curiosity-driven behaviors, particularly in processing uncertainty and evaluating information. Methods: This study aimed to examine cortical activation during the induction of perceptual uncertainty using a modified blurred picture paradigm. A total of 15 participants were tested with fNIRS (functional near-infrared spectroscopy) while viewing pairs of images designed to induce perceptual uncertainty. Results: The results revealed a differential hemodynamic response in one of the analyzed channels associated with orbitofrontal cortex activation, with higher activity when uncertainty was reduced (the matching condition compared to the non-matching condition). Conclusions: These findings confirm the existence of neural pathways of curiosity. Furthermore, our study also highlights the spatial limitations of fNIRS in precisely localizing OFC activity.

Unraveling the Intricacies of Curiosity: A Comprehensive Study of Its Measures in the Chinese Context

Curiosity, as the strong desire to acquire new information, plays a crucial role in human behaviors. While recent research has delved into the effects, behavioral manifestations, and neural underpinnings of curiosity, the absence of standardized assessment tools for measuring curiosity may hinder advancements in this field. Here, we translated different curiosity scales into Chinese and tested each translated scale by examining its reliability and structural validity. Our results showed that the scores derived from these scales have comparable reliability to those original versions. The confirmatory factor analysis results of the curiosity scales were consistent with previous results. We also found significant associations between different types of curiosity within taxonomy and demonstrated that personality traits such as impulsive sensation seeking, intolerance of uncertainty, and openness can jointly predict trait curiosity. Additionally, we confirmed the social dimension of curiosity, showing that loneliness partially mediates the relationship between social anxiety and social curiosity. This study provides validated Chinese versions of curiosity scales and elucidates the mechanisms of curiosity from multiple perspectives, potentially advancing curiosity research in the Chinese and cross-cultural contexts.

Validation of the I- and D-type epistemic curiosity scale among young Chinese children and implications on early curiosity nurture

Curiosity, an innate and intrinsic motivation to explore, makes vital contributions to learning in individuals of various ages. Epistemic curiosity centers on the drive to close information gaps and can be classified into joyous exploration and interest (I) and deprivation sensitivity (D) types. Each subtype is associated with different academic achievements, personality traits, emotions, and aspects of creativity. Building on the concept of epistemic curiosity in adults, the I- and D-type Epistemic Curiosity in Young Children (I/D-YC) scale was developed. The purpose of the present study was to validate the Chinese I/D-YC scale for preschoolers. Both exploratory factor analyses of data from 111 parents (Sample 1) and confirmatory factor analyses of data from 389 parents (Sample 2) indicated that the Chinese I/D-YC replicated the two-factor structure of the original scale. The scales' convergent validity was examined with data from 189 parents (Sample 3) and 129 teachers (Sample 4), as its reliability and test-retest reliability was respectively examined with data from 389 to 82 parents (from sample 2). The results established the Chinese I/D-YC scale as a valid and reliable measure of epistemic curious behaviors in young Chinese children. Moreover, the cultivation of epistemic curiosity should weaken inhibition and this might enhance well-being and creativity and learning.

How do adolescents consider life and death? A cognition-to-action framework for suicide prevention

Rising rates of suicide fatality, attempts, and ideations among adolescents aged 10-19 over the past two decades represent a national public health priority. Theories that seek to understand suicidal ideation overwhelmingly focus on the transition from ideation to attempt and on a sole cognition: active suicidal ideation - the serious consideration of killing one's self, with less attention to non-suicidal cognitions that emerge during adolescence that may have implications for suicidal behavior. A large body of research exists that characterizes adolescence not only as a period of heightened onset and prevalence of active suicidal ideation and the desire to no longer be alive (i.e., passive suicidal ideation), but also for non-suicidal cognitions about life and death. Our review synthesizes extant literature in the content, timing and mental imagery of thoughts adolescents have about their (1) life; and (2) mortality that may co-occur with active and passive suicidal ideation that have received limited attention in adolescent suicidology. Our "cognition-to-action framework for adolescent suicide prevention" builds on existing ideation-to-action theories to identify life and non-suicidal mortality cognitions during adolescence that represent potential leverage points for the prevention of attempted suicide and premature death during this period and across the life span.

Autistic traits foster effective curiosity-driven exploration

Curiosity-driven exploration involves actively engaging with the environment to learn from it. Here, we hypothesize that the cognitive mechanisms underlying exploratory behavior may differ across individuals depending on personal characteristics such as autistic traits. In turn, this variability might influence successful exploration. To investigate this, we collected self- and other-reports of autistic traits from university students, and tested them in an exploration task in which participants could learn the hiding patterns of multiple characters. Participants' prediction errors and learning progress (i.e., the decrease in prediction error) on the task were tracked with a hierarchical delta-rule model. Crucially, participants could freely decide when to disengage from a character and what to explore next. We examined whether autistic traits modulated the relation of prediction errors and learning progress with exploration. We found that participants with lower scores on other-reports of insistence-on-sameness and general autistic traits were less persistent, primarily relying on learning progress during the initial stages of exploration. Conversely, participants with higher scores were more persistent and relied on learning progress in later phases of exploration, resulting in better performance in the task. This research advances our understanding of the interplay between autistic traits and exploration drives, emphasizing the importance of individual traits in learning processes and highlighting the need for personalized learning approaches.

A transdisciplinary view on curiosity beyond linguistic humans: animals, infants, and artificial intelligence

Curiosity is a core driver for life-long learning, problem-solving and decision-making. In a broad sense, curiosity is defined as the intrinsically motivated acquisition of novel information. Despite a decades-long history of curiosity research and the earliest human theories arising from studies of laboratory rodents, curiosity has mainly been considered in two camps: 'linguistic human' and 'other'. This is despite psychology being heritable, and there are many continuities in cognitive capacities across the animal kingdom. Boundary-pushing cross-disciplinary debates on curiosity are lacking, and the relative exclusion of pre-linguistic infants and non-human animals has led to a scientific impasse which more broadly impedes the development of artificially intelligent systems modelled on curiosity in natural agents. In this review, we synthesize literature across multiple disciplines that have studied curiosity in non-verbal systems. By highlighting how similar findings have been produced across the separate disciplines of animal behaviour, developmental psychology, neuroscience, and computational cognition, we discuss how this can be used to advance our understanding of curiosity. We propose, for the first time, how features of curiosity could be quantified and therefore studied more operationally across systems: across different species, developmental stages, and natural or artificial agents.

The Protective Role of Curiosity Behaviors in Coping with Existential Vacuum

An existential vacuum is experienced as a kind of crisis that one can cope with using his/her strengths. The related literature suggests that the important determinants of coping with existential emptiness include positive emotional and personality resources, and among these-Curiosity Behaviors. The purpose of this study is to describe the role of curiosity as an important factor in relation to emotional resources in individuals experiencing an existential vacuum. A survey was conducted using online tools (n = 484). The hypotheses about the direct and indirect relationships between Curiosity Behaviors and existential vacuum were tested using multiple regression analyses and mediations. The study involved a sample of adult participants representing the general population. The participants completed five questionnaires, the first one focusing on Curiosity Behaviors, such as seeking out novel and challenging experiences and engagement in activities that capture one's attention (The Curiosity and Exploration Inventory), and the other tools being the Multidimensional Existential Meaning Scale, the Emotional Regulation Questionnaire, the Flourishing Scale, and the Depression Anxiety Stress Scale. The results indicate that Curiosity Behaviors characteristically negatively predict existential vacuum. In addition, other variables, such as Flourishing, seem to be useful in explaining the relationships between these factors. Flourishing along with Curiosity increases a sense of Meaning in Life. Our results present evidence showing the importance of Curiosity Behaviors in coping with the existential vacuum.

Curiosity and the dynamics of optimal exploration

What drives our curiosity remains an elusive and hotly debated issue, with multiple hypotheses proposed but a cohesive account yet to be established. This review discusses traditional and emergent theories that frame curiosity as a desire to know and a drive to learn, respectively. We adopt a model-based approach that maps the temporal dynamics of various factors underlying curiosity-based exploration, such as uncertainty, information gain, and learning progress. In so doing, we identify the limitations of past theories and posit an integrated account that harnesses their strengths in describing curiosity as a tool for optimal environmental exploration. In our unified account, curiosity serves as a 'common currency' for exploration, which must be balanced with other drives such as safety and hunger to achieve efficient action.

Exposure to pro-tobacco and anti-tobacco media messages and events and smoking behaviour among adolescents in Gambia

BACKGROUND

Despite the widespread prevalence of adolescent smoking in Gambia, a West African country, there is limited research exploring the relationships between exposure to pro-tobacco and anti-tobacco media messages and events and smoking behaviour among young people. This study investigates the interplay of these exposures and smoking behaviour among 11-17-year-old adolescents in Gambia.

METHODS

Secondary data analysis was conducted using the 2017 Gambia Global Youth and Tobacco Survey (GYTS), which included a total of 9,127 respondents. Descriptive and inferential analyses, including proportions, Pearson's chi-squared tests, and multivariable logistic regression models, were employed to estimate adjusted odds ratios (aOR) with 95% confidence intervals (CI).

RESULTS

The final model revealed significant associations between exposure to anti-tobacco media messages and events and smoking behaviour. Adolescents exposed to anti-tobacco media messages had a 29% increased odds of smoking (aOR 1.29,CI = 1.08,1.53) compared to those unexposed, while exposure to anti-tobacco media events showed a 31% increased odds (aOR 1.31,CI = 1.09,1.59) compared to those unexposed. Exposure to pro-tobacco messages, such as witnessing tobacco use on TV (aOR 1.41, CI = 1.17,1.69) and owning objects with tobacco brand logos (aOR 1.49,CI = 1.19,1.86), was associated with higher odds of smoking. Covariates, including sex, age, and exposure to smoking behaviour by significant others, also demonstrated associations with smoking behaviour. Notably, male respondents showed significantly higher odds of smoking (aOR = 4.01,CI = 3.28,4.89) compared to females. Respondents aged 15 years and older had increased odds of smoking (aOR = 1.47,CI = 1.22,1.76) compared to those below 15 years old. Those whose fathers smoke displayed higher odds of smoking (aOR = 1.35, CI = 1.04,1.76) compared to individuals with non-smoking parents. Additionally, those whose closest friends smoke showed remarkably higher odds of smoking (aOR = 2.87,CI = 2.37, 3.48) compared to those without such influence.

CONCLUSION

This study underscores the significant impact of exposure to both anti-tobacco and pro-tobacco media messages and events on smoking behaviour among adolescents in Gambia. However, pro-tobacco messages had a greater influence on smoking prevalence than anti-tobacco messages and events. Understanding these associations is crucial for devising effective public health interventions aimed at reducing tobacco use in this population.

Goal-directed learning in adolescence: neurocognitive development and contextual influences

Adolescence is a time during which we transition to independence, explore new activities and begin pursuit of major life goals. Goal-directed learning, in which we learn to perform actions that enable us to obtain desired outcomes, is central to many of these processes. Currently, our understanding of goal-directed learning in adolescence is itself in a state of transition, with the scientific community grappling with inconsistent results. When we examine metrics of goal-directed learning through the second decade of life, we find that many studies agree there are steady gains in performance in the teenage years, but others report that adolescent goal-directed learning is already adult-like, and some find adolescents can outperform adults. To explain the current variability in results, sophisticated experimental designs are being applied to test learning in different contexts. There is also increasing recognition that individuals of different ages and in different states will draw on different neurocognitive systems to support goal-directed learning. Through adoption of more nuanced approaches, we can be better prepared to recognize and harness adolescent strengths and to decipher the purpose (or goals) of adolescence itself.

Curiosity evolves as information unfolds

When people feel curious, they often seek information to resolve their curiosity. Reaching resolution, however, does not always occur in a single step but instead may follow the accumulation of information over time. Here, we investigated changes in curiosity over a dynamic information-gathering process and how these changes related to affective and cognitive states as well as behavior. Human participants performed an Evolving Line Drawing Task, during which they reported guesses about the drawings' identities and made choices about whether to keep watching. In Study 1, the timing of choices was predetermined and externally imposed, while in Study 2, participants had agency in the timing of guesses and choices. Using this dynamic paradigm, we found that even within a single information-gathering episode, curiosity evolved in concert with other emotional states and with confidence. In both studies, we showed that the relationship between curiosity and confidence depended on stimulus entropy (unique guesses across participants) and on guess accuracy. We demonstrated that curiosity is multifaceted and can be experienced as either positive or negative depending on the state of information gathering. Critically, even when given the choice to alleviate uncertainty immediately (i.e., view a spoiler), higher curiosity promoted continuing to engage in the information-gathering process. Collectively, we show that curiosity changes over information accumulation to drive engagement with external stimuli, rather than to shortcut the path to resolution, highlighting the value inherent in the process of discovery.

How Awe Shaped Us: An Evolutionary Perspective

Research shows the experience of awe is associated with a variety of benefits ranging from increased well-being and prosocial behavior to enhanced cognition. The adaptive purpose of awe, however, is elusive. In this article, we aim to show that the current framework used to conceptualize awe points towards higher-order cognition as the key adaptive function. This goes against past evolutionary positions that posit social benefits or unidimensional behavioral adaptations. In the second half of the article, we highlight a distinct cognitive advantage of awe. The literature connecting awe and cognition is surveyed and used to develop a view that situates awe as a critical component in the cognitive success of the human species.

Alpha Suppression Is Associated with the Tip-of-the-Tongue (TOT) State Whereas Alpha Expression Is Associated with Knowing That One Does Not Know

The tip-of-the-tongue (TOT) state is a spontaneously occurring metacognitive state that indicates that the answer to a query is almost, but not quite, at hand, i.e., that resolution is imminent. Since the time of William James, a distinctive feeling of nagging frustration has been observed to be associated with TOT states. On a more positive note, TOT states are also associated with intense goal-directed curiosity and with a strong desire to know that translates into successful mental action. The present study showed that prior to the presentation of resolving feedback to verbal queries-if the individual was in a TOT state-alpha suppression was in evidence in the EEG. This alpha suppression appears to be a marker of a spontaneously occurring, conscious, and highly motivating goal-directed internal metacognitive state. At the same time, alpha expression in the same time period was associated with the feeling of not knowing, indicating a more discursive state. Both alpha and alpha suppression were observed broadly across centro-parietal scalp electrodes and disappeared immediately upon presentation of the resolving feedback. Analyses indicated that the occurrence of alpha suppression was associated with participants' verbal affirmations of being in a TOT state, which is also related to subsequent expression of a late positivity when feedback is provided, and to enhanced memory.

Dimensions, Measures, and Contexts in Psychological Investigations of Curiosity: A Scoping Review

The study of curiosity as a construct has led to many conceptualisations, comprising of different dimensions. Due to this, various scales of curiosity have also been developed. Moreover, some researchers have conceived of curiosity as a general trait-like, while others have included contexts, such as the workplace, or education when investigating curiosity. This scoping review aims to scope the extant psychological literature on curiosity in order to better understand how it has been studied, specifically with regard to its dimensions, measures, and contexts. A total of 1194 records were identified, with 245 articles meeting the inclusion criteria. Results suggest that the majority of curiosity research examined curiosity as having multiple dimensions and analysed the dimensions individually, with a deprivation-type curiosity playing the biggest role. The measure most commonly used was the Epistemic Curiosity Scale, which also consisted of a deprivation-type curiosity as one of the dimensions. Findings also implied that curiosity was most studied in the context of the workplace. Supplementary findings included a lack of representation of non-Western countries, as well as needing to cross-validate a recently developed curiosity scale. This scoping review represents a consolidation of the curiosity literature and how it can further prosper.

Seeking motivation and reward: roles of dopamine, hippocampus and supramammillo-septal pathway

Reinforcement learning and goal-seeking behavior are thought to be mediated by midbrain dopamine neurons. However, little is known about neural substrates of curiosity and exploratory behavior, which occur in the absence of clear goal or reward. This is despite behavioral scientists having long suggested that curiosity and exploratory behaviors are regulated by an innate drive. We refer to such behavior as information-seeking behavior and propose 1) key neural substrates and 2) the concept of environment prediction error as a framework to understand information-seeking processes. The cognitive aspect of information-seeking behavior, including the perception of salience and uncertainty, involves, in part, the pathways from the posterior hypothalamic supramammillary region to the hippocampal formation. The vigor of such behavior is modulated by the following: supramammillary glutamatergic neurons; their projections to medial septal glutamatergic neurons; and the projections of medial septal glutamatergic neurons to ventral tegmental dopaminergic neurons. Phasic responses of dopaminergic neurons are characterized as signaling potentially important stimuli rather than rewards. This paper describes how novel stimuli and uncertainty trigger seeking motivation and how these neural substrates modulate information-seeking behavior.

Outcome unpredictability affects outcome-specific motivation to learn

Outcome predictability effects in associative learning paradigms describe better learning about outcomes with a history of greater predictability in a similar but unrelated task compared with outcomes with a history of unpredictability. Inspired by the similarities between this phenomenon and the effect of uncontrollability in learned helplessness paradigms, here, we investigate whether learning about unpredictability decreases outcome-specific motivation to learn. We used a modified version of the allergy task, in which participants first observe the foods eaten by a fictitious patient, followed by allergic reactions that he subsequently suffers, some of which are perfectly predictable and others unpredictable. We then implemented an active learning method in a second task in which participants could only learn about either the previously predictable or unpredictable outcomes on each trial. At the beginning of each trial, participants had to decide whether they wanted to learn about one outcome category or the other. Participants at the beginning of the second task chose to learn about the previously predictable outcomes first and to learn about the previously unpredictable outcomes in later trials. This showed that unpredictability affects future motivation to learn in other circumstances. Interestingly, we did not find any sign of outcome predictability effect at the end of the second phase, suggesting that participants compensate for biased outcome sampling when making overt choices in ways that they may not when learning about both outcome categories simultaneously.

Curiosity in childhood and adolescence - what can we learn from the brain

•

Curiosity enhances memory via the hippocampus, prefrontal cortex, and ventral striatum.

•

Development of curiosity and its effect on memory in childhood/adolescence not well understood.

•

Maturation of curiosity-promoting brain functions might contribute to increasing benefits of curiosity for learning.

•

Harnessing curiosity in education might need differential approaches across child development.

Accumulating evidence in adults has shown that curiosity and surprise enhance memory via activity in the hippocampus, prefrontal cortex, and dopaminergic areas. Based on findings of how these brain areas and their inter-connections develop during childhood and adolescence, we discuss how the effects of curiosity and surprise on memory may develop during childhood and adolescence. We predict that the maturation of brain areas potentially related to curiosity elicitation (hippocampus, anterior cingulate cortex [ACC], prefrontal cortex) and protracted development of hippocampal-PFC and ACC-PFC connectivity lead to differential effects of curiosity and surprise on memory during childhood and adolescence. Our predictions are centred within the PACE (Prediction-Appraisal-Curiosity-Exploration) Framework which proposes multiple levels of analyses of how curiosity is elicited and enhances memory.

Anterior Cingulate Cortex and the Control of Dynamic Behavior in Primates

The brain mechanism for controlling continuous behavior in dynamic contexts must mediate action selection and learning across many timescales, responding differentially to the level of environmental uncertainty and volatility. In this review, we argue that a part of the frontal cortex known as the anterior cingulate cortex (ACC) is particularly well suited for this function. First, the ACC is interconnected with prefrontal, parietal, and subcortical regions involved in valuation and action selection. Second, the ACC integrates diverse, behaviorally relevant information across multiple timescales, producing output signals that temporally encapsulate decision and learning processes and encode high-dimensional information about the value and uncertainty of future outcomes and subsequent behaviors. Third, the ACC signals behaviorally relevant information flexibly, displaying the capacity to represent information about current and future states in a valence-, context-, task- and action-specific manner. Fourth, the ACC dynamically controls instrumental- and non-instrumental information seeking behaviors to resolve uncertainty about future outcomes. We review electrophysiological and circuit disruption studies in primates to develop this point, discuss its relationship to novel therapeutics for neuropsychiatric disorders in humans, and conclude by relating ongoing research in primates to studies of medial frontal cortical regions in rodents.