The importance of interest for memory performance has been established in previous studies. One way to induce interest in experiments is to use trivia questions. However, previous studies have used only a limited number of trivia questions and these questions differ substantially across studies, making it difficult to ensure the comparability and generalizability of the findings. Most of these studies also have not differentiated between interest in the trivia question itself and interest in the corresponding answer. To address these issues, the current study established a normative database for 244 trivia questions with a large sample ( = 1498) and examined how pre-answer interest (i.e., interest in the question) and post-answer interest (i.e., interest in the answer) relate to learning performance. Participants were presented with trivia questions, asked to provide their best guess for the answer, rated their confidence in the guess, and indicated their interest in learning the true answer. Following the presentation of the answer, participants indicated their post-answer interest. One week later, participants were given a memory test on the questions. A multilevel structural equation model revealed that the positive relationship between pre-answer interest and memory was fully mediated by post-answer interest (i.e., interest in the questions' answer). Confidence had both a direct and a mediated effect (over interest) on memory. These results provide a more fine-grained analysis of how interest can fuel learning.

In recent years an increasing number of articles have employed meta-analysis to integrate effect sizes of researchers' own series of studies within a single article ("internal meta-analysis"). Although this approach has the obvious advantage of obtaining narrower confidence intervals, we show that it could inadvertently inflate false-positive rates if researchers are motivated to use internal meta-analysis in order to obtain a significant overall effect. Specifically, if one decides whether to stop or continue a further replication experiment depending on the significance of the results in an internal meta-analysis, false-positive rates would increase beyond the nominal level. We conducted a set of Monte Carlo simulations to demonstrate our argument, and provided a literature review to gauge awareness and prevalence of this issue. Furthermore, we made several recommendations when using internal meta-analysis to make a judgment on statistical significance.

There has been considerable interest in empirical research on epistemic emotions, i.e., emotions related to knowledge-generating qualities of cognitive tasks and activities such as curiosity, interest, and surprise. One big challenge when studying epistemic emotions is systematically inducting these emotions in restricted experimental settings. The current study created a novel stimulus set called Magic Curiosity Arousing Tricks (MagicCATs): a collection of 166 short magic trick video clips that aim to induce a variety of epistemic emotions. MagicCATs are freely available for research and can be used in a variety of ways to examine epistemic emotions. Rating data also support that the magic tricks elicit a variety of epistemic emotions with sufficient inter-stimulus variability, demonstrating good psychometric properties for their use in psychological experiments. Keywords intrinsic motivation. epistemic emotions. curiosity. science of magic Recent years have seen a surge of interest in the topic of socalled epistemic emotions. Epistemic emotions refer to a group of emotions which are related to the knowledgegenerating qualities of cognitive tasks and activities (Brun, Doğuoğlu, & Kuenzle, 2008; Muis, Chevrier, & Singh, 2018). These emotions typically include surprise, curiosity and interest. Recent studies have revealed that these epistemic emotions have profound implications for cognitive processing * Hiroki Ozono

Interest is an important motivational element for learning in the school environment. However, little research has directly addressed how interest changes over time as knowledge accumulates. To gain a better understanding of how knowledge acquisition influences intraindividual change of interest, we developed a novel paradigm in which participants gain step-by-step information about lesser known countries. After reading each piece of information, participants rated their interest in the country. Growth-curve modelling showed that interest grows during knowledge acquisition until it eventually stalls and starts to decline. We also found that the opportunity to choose information boosted the growth in interest and delayed its decline. Further analysis revealed that people disengaged from a topic (i.e., stopped accessing information about a particular country) when their interest started to decrease.