Curiosity-driven learning in adults with and without dyslexia.

ABSTRACT: People are willing to spend time and money to receive information and content they are curious about, such as answers to trivia questions, suggesting they find information rewarding. In neurotypical adults, states of high curiosity satisfaction are also known to enhance the learning and memory of information encountered in that state. Here, we investigated whether the relationship between curiosity, satisfaction, and learning was altered in a group with specific learning difficulty (dyslexia). Using a willingness-to-wait paradigm, we observed that adults with and without dyslexia are willing to spend time waiting for verbal and visual information. This indicates that the same "wanting" mechanisms are seen in individuals with dyslexia for information. We then examined whether information th

SUBMITTER: Garvin B 

PROVIDER: S-EPMC8600593 | biostudies-literature | 2022 Jan

REPOSITORIES: biostudies-literature