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Interest and Deprivation Types of Epistemic Curiosity – Data from Three German Samples
Jordan LitmanInstitute for Human and Machine Cognition, USA
Patrick MusselDepartment of Psychology, University of Würzburg, Germany
ISSID 2013 Conference
The Nature and Measurement of Individual Differences in Epistemic Curiosity (EC)
Epistemic curiosity (EC) is the desire for new knowledge expected to either:
Stimulate affectively positive states of intellectual interest (I-type)
or
Relieve negative affective states of feeling deprived of knowledge (D-type).
The Nature and Measurement of Individual Differences in Epistemic Curiosity (EC)
The I/D Distinction in EC – correlated but meaningfully different traits
I-type D-type
Optimally Activated
When individuals have little or no prior knowledge (novelty seeking).
When individuals have some prior knowledge or feel close to solving a problem.
Subjective Experience
Less intense, “learning is fun”
(weaker, but pure positive affect)
Uncomfortably intense “need to know”
(stronger, but involves some initial negative affect.
Learning
Goals
To enjoy a new discovery To accurately solve problems, complete knowledge-sets, and improve the understanding of something.
Expected Reward
The anticipated enjoyment of thinking about new ideas.
The anticipated relief from dispelling an unknown (the “Ah-ha!” moment).
The Present Study – Developing and Validating German I/D EC Scales
Individual differences in tendencies to experience and express I- and D-type EC are found to differentially predict:
Effort expended in seeing out new knowledge
Academic goal-setting and learning
Job-related motivation and performance
Orientation towards seeking novelty vs. solving problems
The I/D Distinction in EC – correlated but meaningfully different traits
The Nature and Measurement of Individual Differences in Epistemic Curiosity (EC)
The 2-factor I/D EC model comprises 5 I-type and 5 D-type self-report items.
Validated in large samples of American and Chinese respondents suggesting cross-cultural stability of the model.
However, no research had been conducted to investigate the validity of the I/D EC model in Germany or other Western non-English-speaking cultures.
Sample ItemsI-type: I enjoy exploring new ideas.
D-type: I can spend hours on a single problem because I just can’t rest without knowing the answer.
Diagram of the I/D EC Model (from Litman, 2008)
The I/D Distinction in EC – correlated but meaningfully different traits
The Present Study – Developing and Validating German I/D EC Scales
Research Plans and Goals
The present studies examined the validity 10-item 2-factor I/D EC model using German translations of the scales in three German samples in keeping with I/D EC theory.
Study 1 and 2 examined the dimensionality of I-type and D-type EC scales.
Studies 1&2 also evaluated convergent and discriminant validity of the I/D scales based on relationships to other measures of tendencies to seek cognitive stimulation as well as measures of the Big Five traits.
Study 3 examined relationships between the I- and D-type EC measures and seeking cognitive stimulation and also setting different learning and problem solving goals.
The Present Study – Developing and Validating German I/D EC Scales
Major Hypotheses
We expected to find further validation of the 2-factor, 10-item I/D model previously found in American and Chinese samples for our translated I- and D-type EC scale items in our German samples.
We anticipated positive relations for both I/D scales with tendencies to seek cognitive stimulation including Openness (especially for I-type EC) and divergence from the other Big Five scales.
The I-type EC scale was predicted to be more associated with the intrinsic joy of seeking out new ideas and with scales that assessed positive affectivity.
The D-type EC scale was predicted to be more associated with persistence, problem solving, and to be generally unrelated to measures of positive affect.
Methods & Procedures: Instruments Administered
The Present Study – Developing and Validating German I/D EC Scales
Instruments
Studies
1 2 3
German translations of the I/D EC scales
Need For Cognition scale
CEI Scale and Exploration & Absorption sub scales
NEO-PI-R –Big Five inventory
HEXACO –Big Five inventory
TIE scale and subscales
NEO-PI-R “ideas” facet of Openness
Preliminary WRC scale & Develop Ideas and Solve Problems subscales
Goal Orientation Learning scale
WPI Challenge and Enjoyment Scales
Methods & Procedures: Factor Analytic Strategies
Data analytic strategy for I- and D-type EC items and assessment of model fit…
We conducted CFA’s of the covariance matrix of the EC items using ML estimation.
We compared the hypothesized 2-factor I/D EC model to a 1-factor EC model (as well as other models – see Litman & Mussel, 2013 for details) to determine whether the I/D distinction was structurally valid.
The Present Study – Developing and Validating German I/D EC Scales
Methods & Procedures : Factor Analytic Strategies
To assess model fit we considered…
Size of χ² (n.s. or smaller values are desirable)
MFI > .90, CFI and NNFI > .95
RMSEA < .06
PFI > .50 are acceptable (higher values are desirable)
ECVI, no consensus on cut off, but lower values indicate superior fit
The Present Study – Developing and Validating German I/D EC Scales
Results and Major FindingsCFA’s of hypothesized 2-factor model vs. 1-factor model and assessment of fit.
The Present Study – Developing and Validating German I/D EC Scales
GFI 1-factor 2-factors
χ2 (df) 190.356(35)**164.087(35)**
75.898(34)**38.462(34) n.s.
CFI .861.805
.963
.993
NNFI .822.749
.951
.991
MFI .822.713
.948
.988
RMSEA[95% CI]
.106[.092-.121]
.139[.118-.161].056[.039-.073].026[.000-.060]
PFI .696.623
.728
.727
ECVI [95% CI]
.588[.486-.709]1.09[.983-1.324]
.302[.297-.377]
.437[.000-.542]
Strong fit indices and high loadings for hypothesized model in both samples
(sample 1 = left, N=395; sample 2 = right, N =191)
**p<.001; sample 1 = top, N=395; sample 2 = bottom, N =191)
Results and Major FindingsConvergent and Discriminative Validity –zero and partial r’s
The Present Study – Developing and Validating German I/D EC Scales
Positive zero-order relationships with measures of tendencies to seek cognitive stimulation show convergence vs. divergence.
Unique relationships (partial r’s) to measures of novelty seeking vs. persistence and positive vs. negative affectivity show discrimination
Bold = p<.05
Blue = significantly stronger for I-type; Red = significantly stronger for D-type, p<.05
*Median r with facet and total scales
Study 1 (N=395) Zero-order r Partial r
Scale I-type D-type I-type D-type
CEI total .64 .58 .47 .36
CEI-Exploration .68 .46 .57 .15
CEI-Absorption .33 .49 .09 .38
NFC .72 .58 .58 .31
Openness* .23 .09 .23 -.06
Neuroticism* -.19 -.05 -.19 .05
Extraversion* .31 .15 .25 -.02
Agreeableness* .14 .00 .17 -.08
Conscientiousness* .29 .31 .10 .22
I-type and D-type r = .56
Results and Major FindingsConvergent and Discriminative Validity –zero and partial r’s
The Present Study – Developing and Validating German I/D EC Scales
Positive zero-order relationships with measures of tendencies to seek cognitive stimulation show convergence vs. divergence.
Unique relationships (partial r’s) to measures of novelty seeking vs. persistence and positive vs. negative affectivity show discrimination
Bold = p<.05
Blue = significantly stronger for I-type; Red = significantly stronger for D-type, p<.05
I-type and D-type r = .51
Study 2 (N=191) Zero-order r Partial r
Scale I-type D-type I-type D-type
TIE total .52 .41 .40 .19
TIE-Reading .16 .05 .15 -.03
TIE-Contemplate .61 .51 .47 .28
TIE-Curious .42 .39 .28 .22
NFC .62 .67 .44 .52
Openness .49 .27 .42 .03
Conscientiousness .29 .42 .10 .33
Extraversion .45 .22 .41 -.01
Agreeableness .04 -.15 .14 -.19
Neuroticism -.12 .04 -.17 .12
Results and Major FindingsConvergent and Discriminative Validity –zero and partial r’s
The Present Study – Developing and Validating German I/D EC Scales
Positive zero-order relationships with measures of tendencies to seek cognitive stimulation show convergence vs. divergence.
Unique relationships (partial r’s) to measures of novelty seeking vs. persistence and positive vs. negative affectivity show discrimination
Bold = p<.05
Blue = significantly stronger for I-type; Red = significantly stronger for D-type, p<.05
Study 3 (N=249) Zero-order r Partial r
Scale I-type D-type I-type D-type
TIE .56 .36 .49 .20
TIE-Reading .29 .12 .27 .01
TIE-Contemplate .55 .45 .47 .31
TIE-Curious .51 .35 .44 .20
NFC .57 .58 .47 .49
WRC total .64 .66 .56 .59
WRC-Solve Problems .50 .67 .36 .60
WRC-Develop Ideas .68 .51 .61 .38
WPI-Challenge .58 .61 .48 .52
WPI-Enjoy .51 .33 .44 .17
Openness-Ideas .64 .39 .57 .21
Goal Orient.-Learning .63 .53 .55 .41 I-type and D-type r = .37
Discussion and Conclusions
Very strong evidence in support of hypothesized 2 factor model – further supports the model overall as well as cross-culturally
Strong evidence of convergence based on common tendencies to seek cognitive stimulation .
Also generally strong evidence of differences in affective experience, approach to learning, degree of associated effort, and formation of learning goals in keeping with I/D EC theory.
The Present Study – Developing and Validating German I/D EC Scales
Limitations, Caveats, and Future Research Aims
More research is needed to further clarify similarities and differences between the constructs, including an expansion of the I/D model with new items and new experimental measures (research underway…)
Further exploration into universality of the I/D EC model (research already underway with translations in Italy, Buenos Aires, Israel, Russia, the Netherlands, and Iran)
New work on the development of I- and D-type EC in young children and adolescents
New research being conducted on relationships to using and seeking knowledge and solving problems (e.g., in causal reasoning by open source intelligence analysts)
New research underway on relationship to facial expressions as markers of affective states associated with each EC trait.
The Present Study – Developing and Validating German I/D EC Scales
Want more information?
Whether generally interested and wish to explore further…
or
Quite intrigued with specific questions you need answered…
(Or perhaps both - these different experiences are correlated, after all )
The Present Study – Developing and Validating German I/D EC Scales
Please email drjlitman@gmail.com for reprints, details, etc.
Thank you for your time!
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