Interestingness?A neglected variable in discourse processing

Hidi, Suzanne; Baird, William

doi:10.1016/s0364-0213(86)80003-9

Cited by 148 publications

(94 citation statements)

References 31 publications

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“…This conception of values -which can be traced back to the works of Lewin (1951) -lies at the very heart of the classic expectancy-value theories in motivation research, such as for example the model of Atkinson (1957; see also Heckhausen, 1991). But also the highly influential concepts of intrinsic and extrinsic motivation (e.g., Deci & Ryan, 2002;Sansone & Harackiewicz, 2000) as well as situational interestingness of objects (e.g., Hidi & Baird, 1986) can be subsumed under this concept of value as they are defined as states of the individual depending on the qualities of specific actions/objects being valued. Such a conceptualisation of values can be labelled the specific object/action approach.…”

Section: The Value Concept In Educational Psychologymentioning

confidence: 99%

“…Both approaches contribute to an understanding of the processes and effects of actual motivation (e.g., Hidi & Baird, 1986;Vollmeyer & Rheinberg, 2000) as well as into the development of the evaluation of school domains (e.g., Jacobs et al, 2002). However, societal influences on school motivation can hardly be modelled in these approaches.…”

Section: The Value Concept In Educational Psychologymentioning

confidence: 99%

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Conflicting values and their impact on learning

et al. 2005

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Based on Inglehart's (1997) idea that the importance of modern values is challenged by a growing importance of postmodern values in postindustrialised societies, we analyse the consequences of students' attempts to integrate (modern) achievement values and (postmodern) well-being values. Since opportunities for value integration are limited, students should frequently experience conflicts, whether to work for school or to engage in free time activities. In a questionnaire study, students (n=184) showed mostly high scores in both, achievement and well-being values. Value conflict -measured by a specific conflict formula -was related to the frequency of action conflicts as well as to the reported difficulty to decide which action to pursue. Values predicted the students' school-related decisions. Furthermore, students with high achievement values reported better performance in schoolrelated tasks than students with high well-being values. Finally, values were systematically related to time investment and grades.

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Section: The Value Concept In Educational Psychologymentioning

confidence: 99%

Section: The Value Concept In Educational Psychologymentioning

confidence: 99%

Conflicting values and their impact on learning

et al. 2005

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“…Situational interest is usually understood as a momentary state of effortless concentration, stimulation, and engagement. Individual interest is conceived of as a relatively stable positive evaluative orientation toward certain domains (e.g., Hidi, 1990;Hidi & Baird, 1986, 1988Krapp, Hidi, & Renninger, 1992;Renninger, 1989Renninger, , 1990Schiefele, 199Ib).…”

Section: Introductionmentioning

confidence: 99%

Motivation and learning — The role of interest in construction of representation of text and long-term retention: Inter- and intraindividual analyses

Naceur

Schiefele

2005

Eur J Psychol Educ

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The present work examined the influence of topic interest on the strength of different components of text representation and long-term retention according to the model of text processing by van Dijk and Kintsch (1983). A Series of relevant personality characteristics were assessed to control for alternative explanations ofinterest effect. A total of 286 8th, 9th, and 10th grade students was assigned to either a high topic interest or a low topic interest group. The participants had to read tow different texts (two weeks). Immediately afterwards, various process variables were assessed: Finally, participants weren given a recognition and verification tests, designed to assess the strength of the verbatim, propositional, and situational text representation. One Week after reading, students completed a recall rneasure: The interindividual finding with respect to the components of the representation of text revealed that the verbatim and the prepositional representation were not very predictable. The intraindividual analyses were more successful. The results were more consistent and interpretable with respect to the recall oftext. It was shown quite clearly that the effects ofinterest are not only short-term. Most importantly, it could be shown that topic interest is related to text recall independently ofother significant predictors.

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“…Thus the interestingness heuristics described below are indeed heuristics rather than precise measures of the value of thinking about a fact or a question. This is a functional approach to the problem ofinterestingness [24,25] from the perspective of our theory of knowledge goals. A similar approach can be used for reasoning systems performing other cognitive tasks, such as planning, since these systems would also need to focus their attention on inferences that were relevant to goals arising from their tasks.…”

Section: Knowledge Goals As a Theory Of Interestingnessmentioning

confidence: 99%

The use of explicit goals for knowledge to guide inference and learning

Ram

Hunter

1992

Appl Intell

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Combinatorial explosion of inferences has always been a central problem in artificial intelligence. Although the inferences that can be drawn from a reasoner's knowledge and from available inputs is very large (potentially infinite), the inferential resources available to any reasoning system are limited. With limited inferential capacity and very many potential inferences, reasoners must somehow control the process of inference.Not all inferences are equally useful to a given reasoning system. Any reasoning system that has goals (or any form of a utility function) and acts based on its beliefs indirectly assigns utility to its beliefs. Given limits on the process of inference, and variation in the utility of inferences, it is clear that a reasoner ought to draw the inferences that will be most valuable to it. This paper presents an approach to this problem that makes the utility of a (potential) belief an explicit part of the inference process. The method is to generate explicit desires for knowledge. The question of focus of attention is thereby transformed into two related problems: How can explicit desires for knowledge be used to control inference and facilitate resource-constrained goal pursuit in general? and, Where do these desires for knowledge come from? We present a theory of knowledge goals, or desires for knowledge, and their use in the processes of understanding and learning. The theory is illustrated using two case studies, a natural language understanding program that learns by reading novel or unusual newspaper stories, and a differential diagnosis program that improves its accuracy with experience.

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Interestingness?A neglected variable in discourse processing

Cited by 148 publications

References 31 publications

Conflicting values and their impact on learning

Conflicting values and their impact on learning

Motivation and learning — The role of interest in construction of representation of text and long-term retention: Inter- and intraindividual analyses

The use of explicit goals for knowledge to guide inference and learning

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