ORCID Profile
0000-0001-7105-9091
Current Organisations
University of Southampton
,
University of Western Australia
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Publisher: American Psychological Association (APA)
Date: 05-2016
DOI: 10.1037/XGE0000159
Abstract: In recent years an increasing number of articles have employed meta-analysis to integrate effect sizes of researchers' own series of studies within a single article ("internal meta-analysis"). Although this approach has the obvious advantage of obtaining narrower confidence intervals, we show that it could inadvertently inflate false-positive rates if researchers are motivated to use internal meta-analysis in order to obtain a significant overall effect. Specifically, if one decides whether to stop or continue a further replication experiment depending on the significance of the results in an internal meta-analysis, false-positive rates would increase beyond the nominal level. We conducted a set of Monte Carlo simulations to demonstrate our argument, and provided a literature review to gauge awareness and prevalence of this issue. Furthermore, we made several recommendations when using internal meta-analysis to make a judgment on statistical significance.
Publisher: American Psychological Association (APA)
Date: 09-2018
DOI: 10.1037/MOT0000087
Publisher: Springer Science and Business Media LLC
Date: 10-07-2020
DOI: 10.3758/S13428-020-01431-2
Abstract: There has been considerable interest in empirical research on epistemic emotions, i.e., emotions related to knowledge-generating qualities of cognitive tasks and activities such as curiosity, interest, and surprise. One big challenge when studying epistemic emotions is systematically inducting these emotions in restricted experimental settings. The current study created a novel stimulus set called Magic Curiosity Arousing Tricks (MagicCATs): a collection of 166 short magic trick video clips that aim to induce a variety of epistemic emotions. MagicCATs are freely available for research and can be used in a variety of ways to examine epistemic emotions. Rating data also support that the magic tricks elicit a variety of epistemic emotions with sufficient inter-stimulus variability, demonstrating good psychometric properties for their use in psychological experiments.
Publisher: Center for Open Science
Date: 29-10-2018
Abstract: Curiosity is a powerful source of motivation and allows us to explore and acquire knowledge without relying on extrinsic incentives. So far, studies have mostly focused on the curiosity felt towards a specific object. Using a paradigm that sequentially activates curiosity on a trial-by-trial basis with trivia questions, we showed that the curiosity of one trial carries over to the next trial, even if each trial presents completely independent information. This carry-over effect was observed both when curiosity was measured through self-reports and a behavioral task (i.e. willingness-to-pay task). The results were also replicated when participants’ curiosity was not resolved, eliminating the role of general positive emotions. Theoretical implication of this carry-over effect was discussed.
Publisher: Springer Science and Business Media LLC
Date: 28-06-2021
DOI: 10.1007/S10648-021-09622-9
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.
Publisher: Center for Open Science
Date: 20-05-2020
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 naïve concepts, we sought to determine a naïve consensus view on their distinction using machine learning methods. In Study 1, we demonstrate that there is a naïve 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 (dependent n = 196 independent n = 218). In Study 2, we demonstrate that the naïve 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.
Publisher: SAGE Publications
Date: 04-2020
Abstract: Interest is an important motivational element for learning in the school environment. However, little research has directly addressed how interest changes over time as knowledge accumulates. To gain a better understanding of how knowledge acquisition influences intrain idual change of interest, we developed a novel paradigm in which participants gain step-by-step information about lesser known countries. After reading each piece of information, participants rated their interest in the country. Growth-curve modelling showed that interest grows during knowledge acquisition until it eventually stalls and starts to decline. We also found that the opportunity to choose information boosted the growth in interest and delayed its decline. Further analysis revealed that people disengaged from a topic (i.e., stopped accessing information about a particular country) when their interest started to decrease.
Publisher: Center for Open Science
Date: 11-01-2020
Abstract: Recent years have seen considerable interest in empirical research on epistemic emotions, i.e. emotions related to knowledge-generating qualities of cognitive tasks and activities such as curiosity, interest, and surprise. One big challenge when studying epistemic emotions is systematically inducting these emotions in restricted experimental settings. The current study created a novel stimulus set called Magic Curiosity Arousing Tricks (MagicCATs): a collection of 166 short magic trick video clips that aim to induce a variety of epistemic emotions. MagicCATs are available for research, and can be used in a variety of ways to examine epistemic emotions. Rating data also supports that the magic tricks elicit a variety of epistemic emotions with sufficient inter-stimulus variability, demonstrating good psychometric properties for their use in psychological experiments.
Publisher: Center for Open Science
Date: 17-02-2020
Abstract: Curiosity - the drive for information - is often perceived as a dangerous trait. This is exacerbated by the perception that when something is forbidden, curiosity towards it increases. Surprisingly little is known about the mechanisms by which this forbidden fruit effect occurs. In a series of five experiments (total N = 2,141), we used a novel card selection task with an arbitrarily forbidden card to demonstrate the forbidden fruit effect across a broad age range (5 to 79 years). All of the experiments controlled for uncertainty of forbidden card, and the effect remained when we controlled for visual saliency, potential item selection bias, and even when participants were aware that the prohibited card had been selected randomly. These results suggest that people's attraction to unavailable options is not only driven by their beliefs about importance or scarcity but also by lower-level cognitive mechanisms such as memory availability.
Publisher: Center for Open Science
Date: 07-09-2018
Abstract: Interest is an important motivational element for learning in the school environment. However, little research has directly addressed how interest develops over time as knowledge accumulates. To gain a better understanding of interest development, we developed a paradigm where participants gain step-by-step information about lesser known countries. After reading each piece of information, participants rated their interest in and liking of the country. Growth-curve modelling showed that interest grows during knowledge acquisition until it eventually stalls and starts to decline. We also found that the opportunity to choose information boosted the growth in interest and delayed its decline. Further analysis revealed that people disengaged from a topic (i.e. stopped accessing information about a particular country) when their interest started to decrease.
Publisher: Springer Science and Business Media LLC
Date: 26-09-2023
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Greta Marie Fastrich.