Interest and Deprivation Types of Epistemic Curiosity – Data from Three German Samples Jordan Litman Institute for Human and Machine Cognition, USA Patrick

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 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 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)



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.


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


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.


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


Results and Major FindingsCFA’s of hypothesized 2-factor model vs. 1-factor model and assessment of fit.


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


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





Bold = p<.05


I-type and D-type r = .51



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





Bold = p<.05




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.


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.


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 )


Please email [email protected] for reprints, details, etc.

Thank you for your time!

Documents

Interest and Deprivation Types of Epistemic Curiosity – Data from Three German Samples Jordan Litman Institute for Human and Machine Cognition, USA Patrick