Is
interesting
knowledge
a
reward?
To
tackle
this
question,
we
review
drive,
optimal
arousal,
intrinsic
motivation,
information-gap,
emotion,
reward,
and
computational
accounts
of
epistemic
curiosity.
fMRI,
EEG,
physiological
behavioral
evidence
in
favor
the
curiosity-as-a-reward-anticipation
hypothesis
is
discussed:
curiosity
activates
dopaminergic
brain
reward
circuit,
enhances
attention,
memory,
academic
learning.
We
propose
an
appraisal
model
which
integrates
active
inference
According
to
model,
emotion
triggered
by
perceived
relevance,
uncertainty
coping
potential
knowledge-gaps.
Curiosity
confers
value
its
object,
triggers
anticipation
process
motivates
exploitative
knowledge-seeking
behavior
(i.e.,
wanting
knowledge).
Once
satisfied,
future
expectations
are
updated
according
affective
prediction
errors
(i.e.
liking
learning).
If
appraised
as
low,
knowledge-gap
creates
anxiety
leads
information-avoidance.
also
discuss
what
roles
play
frustration,
enjoyment,
boredom
surprise
dynamics
knowledge-acquisition.
Frontiers in Education,
Journal Year:
2024,
Volume and Issue:
9
Published: Feb. 21, 2024
This
study
analyzed
the
relationship
between
enjoyment
and
oral
English
proficiency
in
Peruvian
future
teachers.
It
previously
validated
a
measurement
instrument
of
setting
for
teachers
who
are
learners
as
Foreign
Language
(EFL)
then
delved
into
understanding
role
predictor
proficiency.
The
sample
comprised
119
students
from
State
Higher
School
Education
Peru,
randomly
selected
various
careers
grouped
according
to
language
competency
levels
ranging
A1
B1+
based
on
subscale
inspired
by
Common
European
Framework
Reference
(CEFR).
Students’
was
evaluated
using
rubric
covering
five
aspects,
assessed
through
nine-question
questionnaire.
results
initially
demonstrated
significant
positive
(
r
=
0.900,
p
<
0.001)
EFL.
Secondly,
linear
regression
model
determined
that
highly
(β
0.957,
These
findings
support
importance
developing
reliable
tool
predict
EFL
context
teacher
education.
highlighted
influence
learning
prospective
Results
analysis
underscored
proficiency,
suggesting
promoting
teaching
process
can
be
an
effective
strategy
foster
development
skills
English.
have
implications
education,
emphasizing
need
integrate
activities
psycho-pedagogical
approaches
promote
classroom.
Furthermore,
proposed
assess
teachers’
Understanding
nurturing
significantly
enhance
and,
ultimately,
contribute
more
robust
command
Is
interesting
knowledge
a
reward?
To
tackle
this
question,
we
review
drive,
optimal
arousal,
intrinsic
motivation,
information-gap,
emotion,
reward,
and
computational
accounts
of
epistemic
curiosity.
fMRI,
EEG,
physiological
behavioral
evidence
in
favor
the
curiosity-as-a-reward-anticipation
hypothesis
is
discussed:
curiosity
activates
dopaminergic
brain
reward
circuit,
enhances
attention,
memory,
academic
learning.
We
propose
an
appraisal
model
which
integrates
active
inference
According
to
model,
emotion
triggered
by
perceived
relevance,
uncertainty
coping
potential
knowledge-gaps.
Curiosity
confers
value
its
object,
triggers
anticipation
process
motivates
exploitative
knowledge-seeking
behavior
(i.e.,
wanting
knowledge).
Once
satisfied,
future
expectations
are
updated
according
affective
prediction
errors
(i.e.
liking
learning).
If
appraised
as
low,
knowledge-gap
creates
anxiety
leads
information-avoidance.
also
discuss
what
roles
play
frustration,
enjoyment,
boredom
surprise
dynamics
knowledge-acquisition.
