@article{203081,
  keywords = {Education, curiosity, intervention, science communication},
  author = {Rachit Dubey and Thomas Griffiths and Tania Lombrozo},
  title = {If it{\textquoteright}s important, then I{\textquoteright}m curious: Increasing perceived usefulness stimulates curiosity},
  abstract = {<p>Curiosity is considered essential for learning and sustained engagement, yet stimulating curiosity in\&nbsp;educational contexts remains a challenge. Can people{\textquoteright}s curiosity about a scientific topic be stimulated by\&nbsp;providing evidence that knowledge about the topic has potential value to society? Here, we show that\&nbsp;increasing perceptions of {\textquoteleft}social usefulness{\textquoteright} regarding a scientific topic also increases curiosity and\&nbsp;subsequent information search. Our results also show that simply presenting interesting facts is not enough\&nbsp;to influence curiosity, and that people are more likely to be curious about a scientific topic if they perceive\&nbsp;it to be useful personally and socially. Given the link between curiosity and learning, these results have\&nbsp;important implications for science communication and education more broadly.</p>

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},
  year = {2022},
  journal = {Cognition},
  volume = {226},
  pages = {105193},
  url = {https://doi.org/10.1016/j.cognition.2022.105193},
  language = {eng},
}