人类对知识的好奇:认识性好奇心  

Curiosity on Knowledge in Human:Epistemic Curiosity

作　　者：张傲雪 高佳 王阳阳 高亚茹 司继伟[1] ZHANG Aoxue;GAO Jia;WANG Yangyang;GAO Yaru;SI Jiwei(School of Psychology,Shandong Normal University,Jinan 250358)

机构地区：[1]山东师范大学心理学院,济南250358

出　　处：《心理发展与教育》2022年第3期427-436,共10页Psychological Development and Education

基　　金：教育部人文社会科学规划基金项目(18YJA190014);国家自然科学基金面上项目(31971010)。

摘　　要：认识性好奇心是个体对新知识的好奇,可从状态和特质角度理解,其中特质认识性好奇心又区分为兴趣型和剥夺型两种类型。近年来众多证据表明,认识性好奇心受知道感、性别、对信息的偏好模式等因素影响,并在学习、记忆及创造性方面起到积极作用。未来研究有必要着眼于毕生发展的角度进行纵向考察,完善其测量方式,并深入考察认识性好奇心对学习的影响机制,从而为教育实践提供一定启示。Epistemic curiosity is individuals’curiosity about new knowledge,which can be understood from the perspective of state and trait,among which trait epistemic curiosity is divided into Interest-type epistemic curiosity and Deprivation-type epistemic curiosity.Recent studies have shown that epistemic curiosity is affected by a series of factors such as Feeling of Knowing,gender,individual preference for new information.And epistemic curiosity has profound implications for learning,memory and creativity.In the future,it will be necessary to conduct longitudinal investigations from the perspective of the life-span development,improve the measurement of epistemic curiosity,and further investigate the mechanism of epistemic curiosity’s impact on learning,so as to provide some enlightenment for educational practice.

关 键 词：认识性好奇心 兴趣型认识性好奇心 剥夺型认识性好奇心 

分 类 号：B844[哲学宗教—发展与教育心理学]