Editing Curiosity (section)

=== Curiosity-drive theory ===
Curiosity-drive theory posits undesirable experiences of "[[uncertainty]]" and "[[ambiguity]]". The reduction of these unpleasant feelings is rewarding. This theory suggests that people desire coherence and understanding in their thought processes. When this coherence is disrupted by something that is unfamiliar, uncertain, or ambiguous, an individual's curiosity-drive causes them to collect information and knowledge of the unfamiliar to restore coherent thought processes. This theory suggests that curiosity is developed out of the desire to make sense of unfamiliar aspects of one's environment through exploratory behaviors. Once understanding of the unfamiliar has been achieved and coherence has been restored, these behaviors and desires subside.<ref name=":0">{{cite journal|vauthors=Mahama I, Bakari YD, Asamoah-Gyimah K|year=2023|title=Predictive abilities of curiosity, creativity, and motivation on academic performance of high school students in Ghana|journal=Education Research International|volume=2023 |pages=1–10 |doi=10.1155/2023/4626945 |doi-access=free }}</ref>

Derivations of curiosity-drive theory differ on whether curiosity is a primary or secondary drive and if this curiosity-drive originates due to one's need to make sense of and regulate one's environment or if it is caused by an external stimulus.<ref name="csun.edu">{{cite web|vauthors=Edleman S|year=1997|url=http://www.csun.edu/~vcpsy00h/students/explore.htm |title=Curiosity and Exploration|website=California State University, Northridge |access-date=2011-12-28 |url-status=live |archive-url=https://web.archive.org/web/20111230213048/http://www.csun.edu/~vcpsy00h/students/explore.htm |archive-date=2011-12-30 }}</ref> Causes can range from basic needs that need to be satisfied (e.g. hunger, thirst) to needs in fear-induced situations.<ref name="csun.edu"/> Each of these derived theories state that whether the need is primary or secondary, curiosity develops from experiences that create a sensation of uncertainty or perceived unpleasantness. Curiosity then acts to dispel this uncertainty. By exhibiting curious and exploratory behavior, one is able to gain knowledge of the unfamiliar and thus reduce the state of uncertainty or unpleasantness. This theory, however, does not address the idea that curiosity can often be displayed even in the absence of new or unfamiliar situations.<ref name="litman">{{cite journal | vauthors = Litman J | title = Curiosity and the pleasures of learning: Wanting and liking new information | journal = Cognition & Emotion | volume = 19 | issue = 6 | year = 2005 | pages = 793–814 | issn = 0269-9931 | doi = 10.1080/02699930541000101 | s2cid = 144976076 }}</ref> This type of exploratory behavior, too, is common in many species. A human toddler, if bored in his current situation devoid of arousing stimuli, will walk about until he finds something interesting. The observation of curiosity even in the absence of novel stimuli pinpoints one of the major shortcomings in the curiosity-drive model.