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The study focused on the role of cognitive contents as antecedents of curiosity. Following the theory of cognitive orientation and a previous factor-analytic study of curiosity behaviours, the hypothesis was that a measure of cognitive contents reflecting four belief types would predict curiosity behaviours. The subjects were 84 U.S. first-grade boys and girls. They were administered five tasks which yielded 20 measures of curiosity behaviours and a questionnaire of the cognitive orientation of curiosity which enabled assessment of the four belief types. The results showed that a measure reflecting all belief types predicted curiosity behaviours on 14 of the 20 original measures, the unpredicted measures being mostly unrelated to curiosity. Implications for the cognitive orientation theory and for curiosity training are discussed. [ABSTRACT FROM AUTHOR]

The article reports on the findings of a study of curiosity factors in first grade children. For this study, the article establishes that curiosity is composed of various exploratory behaviors including approaching, looking, listening, smelling, tasting and touching. A description of the experimental setup and measurement method is given. The study showed that some first grade children are characterized by continuous and intense exploratory behavior and respond to puzzle-solving situations by re-arranging items.

The article discusses results of a study on teaching general science to pupils in the intermediate grades in the United States. The pupils completed their intermediate grades science program with a very high degree of curiosity and interest in science. Not only did they very strongly feel that they had grown much in their knowledge and understanding of science, but they felt almost as strongly that it had definitely been fun. It has been concluded that the pupils are socially, emotionally and intellectually ready for such a program.