How Are Curiosity and Interest Different? Naïve Bayes Classification of People’s Beliefs

Abstract

Researchers studying curiosity and interest note a lack of consensus in whether and how these important motivations for learning are distinct. Empirical attempts to distinguish them are impeded by this lack of conceptual clarity. Following a recent proposal that curiosity and interest are folk concepts, we sought to determine a non-expert consensus view on their distinction using machine learning methods. In Study 1, we demonstrate that there is a consensus in how they are distinguished, by training a Naïve Bayes classification algorithm to distinguish between free-text definitions of curiosity and interest (n = 396 definitions) and using cross-validation to test the classifier on two sets of data (main n = 196; additional n = 218). In Study 2, we demonstrate that the non-expert consensus is shared by experts and can plausibly underscore future empirical work, as the classifier accurately distinguished definitions provided by experts who study curiosity and interest (n = 92). Our results suggest a shared consensus on the distinction between curiosity and interest, providing a basis for much-needed conceptual clarity facilitating future empirical work. This consensus distinguishes curiosity as more active information seeking directed towards specific and previously unknown information. In contrast, interest is more pleasurable, in-depth, less momentary information seeking towards information in domains where people already have knowledge. However, we note that there are similarities between the concepts, as they are both motivating, involve feelings of wanting, and relate to knowledge acquisition.

A reward-learning framework of knowledge acquisition: An integrated account of curiosity, interest, and intrinsic–extrinsic rewards.

“…We are not claiming that curiosity and interest should be used interchangeably. What people call curiosity and interest may well be supported distinct subjective experiences and neural mechanisms (Donnellan et al, 2021). Some may want to call a specific part of the knowledge-acquisition process “curiosity” and another part of the process “interest” (this is what research on curiosity and interest implicitly does).…”

Role of Metacognitive Confidence Judgments in Curiosity: Different Effects of Confidence on Curiosity Across Epistemic and Perceptual Domains

“…1A) (Berlyne, 1950). This idea aligns with common views on curiosity, which is typically seen as a desire for new and unknown information (Donnellan, Aslan, Fastrich, & Murayama, 2022).…”

Let's Go On A Virtual Reality Trip!: The Effect on the Students’ Literacy, Interest, and Satisfaction in Cultural Learning

“…Allowing students to immediately explore new concepts they have learnt is another aspect of virtual reality learning that makes pupils embrace it. Students can retain their level of satisfaction and enhance the knowledge and skills they have gained via using FVR programs by being given hands-on opportunities [11], [42].…”