Abstract
To examine relationships between curiosity as an individual trait and the processes and products of exploratory learning, 51 kindergarten children of age six were given an object curiosity task and an exploratory learning task. The latter was designed to arouse much uncertainty or dissonance and to permit children to engage in further exploration without interference. Highly curious children, as defined by their object curiosity scores, acquired significantly more information through exploration than their low-curiosity counterparts, though they explored in only insignificantly more varied ways. This superiority of highly curious children in exploratory learning test performance remained even when the effect of verbal ability was held constant.
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