Using metacognitive biases to induce curiosity and improve learning

利用元认知偏差来激发好奇心并改善学习

基本信息

批准号：
1824193
负责人：
Janet Metcalfe
金额：
$ 55.16万
依托单位：
Columbia University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-01 至 2023-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1824193&HistoricalAwards=false
关键词：
Using metacognitive biases induce curiosity

项目摘要

Learners are more engaged when curious. They are less likely to mind wander; and they are more likely to seek answers, to be attentive and ready to learn, and they actually learn better as evidenced through both brain and behavioral outcomes. However, little is known about either the neural basis of curiosity, or ways to induce it. This project proposes that curiosity is a metacognitive state consisting of feelings that people almost know the answer to the object of curiosity. This project proposes a series of experiments that investigate both cognitive/behavioral and brain responses. It tests the novel hypothesis that curiosity can be induced by manipulations that alter metacognitive processes, with favorable consequences for learning. Understanding the scientific basis of curiosity will have broad practical and educational implications for increasing students' learning and their desire to learn. Past work on curiosity is largely correlational, and often confounds a priori knowledge with feelings of curiosity. In contrast, the experiments in this project induce curiosity via manipulations that alter metacognitive states. Behavioral and electrophysiological experiments, will investigate the impact of curiosity on attention and learning. In these experiments, participants will be exposed to computer-controlled learning scenarios where curiosity is manipulated via priming, fluency, multitasking, divided attention or inhibitory retrieval cuing. Dependent variables include reaction and study times, recall scores, and event-related potentials, as well as ratings of curiosity, confidence, and mind wandering. Curiosity will be manipulated using methods known to influence metacognitive processes. The electrophysiological studies investigating neural processes will allow use of mediational models to evaluate the role of distinct behavioral and brain components related to curiosity. These experiments will disentangle learning attributable to a priori knowledge versus those attributable to curiosity states. This project will help us to understand foundational neural and behavioral processes underlying curiosity-related learning and reward in learning, and the role of metacognition. There is potential to develop practical methods for systematically inducing curiosity which can be applied to classroom and other settings to enhance learning.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

好奇的学习者更加敬业。他们不太可能徘徊。而且他们更有可能寻求答案，专心和准备学习，并且实际上可以通过大脑和行为结果来证明，他们的学习得更好。但是，关于好奇心的神经基础或诱导它的方法知之甚少。该项目提出好奇心是一种元认知状态，包括人们几乎知道好奇对象的答案的感觉。该项目提出了一系列研究认知/行为和大脑反应的实验。它检验了一个新的假设，即可以通过改变元认知过程的操作引起好奇心，对学习产生了有利的后果。了解好奇心的科学基础将对增加学生的学习及其学习渴望具有广泛的实践和教育意义。过去关于好奇心的工作在很大程度上是相关的，并且经常将先验知识与好奇心混淆。相反，该项目的实验通过改变元认知状态的操纵引起好奇心。行为和电生理实验将研究好奇心对注意力和学习的影响。在这些实验中，参与者将暴露于计算机控制的学习方案，在这些方案中，通过启动，流利性，多任务处理，分裂的注意力或抑制性检索提示来操纵好奇心。因变量包括反应和研究时间，召回得分和与事件相关的电位，以及好奇心，信心和思维徘徊的评分。好奇心将使用已知影响元认知过程的方法来操纵。研究神经过程的电生理研究将允许使用中介模型评估与好奇心相关的不同行为和脑部成分的作用。这些实验将解除可归因于先验知识的学习，而不是归因于好奇心状态的知识。该项目将帮助我们了解与好奇心有关的学习和奖励以及元认知的作用的基础神经和行为过程。有潜力开发系统地引起好奇心的实用方法，该方法可以应用于课堂和其他环境以增强学习。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响来通过评估来获得支持的。

项目成果

期刊论文数量（12）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Memory and truth: correcting errors with true feedback versus overwriting correct answers with errors

记忆与真相：用真实反馈纠正错误，而不是用错误覆盖正确答案

DOI：
10.1186/s41235-019-0153-8
发表时间：
2019
期刊：
Cognitive Research: Principles and Implications
影响因子：
0
作者：
Metcalfe, Janet;Eich, Teal S.
通讯作者：
Eich, Teal S.

Cross domain self-monitoring in anosognosia for memory loss in Alzheimer's disease.

DOI：
10.1016/j.cortex.2018.01.019
发表时间：
2018-04
期刊：
Cortex; a journal devoted to the study of the nervous system and behavior
影响因子：
0
作者：
Chapman S;Colvin LE;Vuorre M;Cocchini G;Metcalfe J;Huey ED;Cosentino S
通讯作者：
Cosentino S

Memory, stress, and the hippocampal hypothesis: Firefighters' recollections of the fireground

DOI：
10.1002/hipo.23128
发表时间：
2019-12-01
期刊：
HIPPOCAMPUS
影响因子：
3.5
作者：
Metcalfe, Janet;Brezler, Jason C.;Vuorre, Matti
通讯作者：
Vuorre, Matti

Learning from errors is attributable to episodic recollection rather than semantic mediation

从错误中学习可归因于情节回忆而非语义中介

DOI：
10.1016/j.neuropsychologia.2019.107296
发表时间：
2020-02-17
期刊：
NEUROPSYCHOLOGIA
影响因子：
2.6
作者：
Metcalfe, Janet;Huelser, Barbie J.
通讯作者：
Huelser, Barbie J.

Feelings of Culpability: Just Following Orders Versus Making the Decision Oneself

罪责感：只听从命令与自己做决定

DOI：
10.1177/09567976211002821
发表时间：
2021
期刊：
Psychological Science
影响因子：
8.2
作者：
Malter, Maayan S.;Kim, Sonia S.;Metcalfe, Janet
通讯作者：
Metcalfe, Janet

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Janet Metcalfe其他文献

Learning from errors versus explicit instruction in preparation for a test that counts.

从错误中学习与明确的指导相比，为重要的测试做准备。

DOI：
10.1111/bjep.12651
发表时间：
2024
期刊：
The British journal of educational psychology
影响因子：
0
作者：
Janet Metcalfe;Judy Xu;Matti Vuorre;Robert Siegler;Dylan Wiliam;Robert A Bjork
通讯作者：
Robert A Bjork