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Besides significant benefits to physical health, exercise promotes mental health, reduces symptoms of mental illness, and enhances psychological development. Exercise can offset the impact of chronic stress, which is a major precursor to the development of mental disorders. The effects of exercise on chronic stress-induced behaviors are contradictory in preclinical studies, primarily due to the lack of data and sex-specific investigations. We sought to evaluate the effects of exercise on chronic stress-induced behavioral changes in both male and female mice. Mice were subjected to an Unpredictable Chronic Mild Stress (UCMS) paradigm with accessibility to running wheels for 2 h daily. Physiological and behavioral evaluations were conducted throughout the stress paradigm to determine if exercise blunts the effects of UCMS. Chronic stress induced voluntary wheel running (VWR) and weight loss in male and female mice. Compared to males, increased VWR was reported in females who also regained their weight lost by the end of the UCMS protocol. Exercise promoted resilience to stress-induced hyponeophagia in the novelty-suppressed feeding test and increased sucrose consumption. Exercise induced a sex-specific reduction in immobility and avoidance behavior in the tail suspension and open field tests and increased exploratory behavior in the light-dark test. These results indicate that exercise can promote resilience to the behavioral effects of chronic stress in males and females, and can affect behavior independent of chronic stress. [ABSTRACT FROM AUTHOR]

Introduction: Caloric restriction (CR) has been proven to promote a series of health benefits from yeast to primates. Nowadays, increasing rates of obesity certainly encourage researchers to evaluate CR effects and establish it as a therapeutic approach. Maternal obesity is also a concern, and studies in the developmental origins of health and disease (DOHaD) have shown the importance of interventions during pregnancy, especially those involving maternal nutrition. On the other hand, undernutrition during pregnancy leads to increased weight gain, disturbed feeding behavior and dysfunctional metabolism in adulthood. Methods: In this way, we utilized moderate CR (20% compared to control consumption) in pregnant Wistar rats as intervention, with malnutrition control by micronutrients supplementation. We assessed CR effects on offspring's developmental milestones, feeding behavior, exploratory behavior, and memory on adolescence (PND21) and adulthood (PND60). Results: We did not find alterations on litter size or birth weight, although CR pups were leaner at adult ages. Importantly, no delay in development was observed. Besides, female pups showed earlier suction reflex and male pups showed earlier response to the negative geotaxis. CR pups also showed less preference for palatable food (Froot Loops®) at adult age, which could be decisive on obesity tendency. Locomotor activity was increased by CR on PND60 and there was no effect on memory at all. Discussion: Our results on development and behavior demonstrate that gestational CR may be a helpful health strategy if malnutrition is well controlled, with potential clinical impact. [ABSTRACT FROM AUTHOR]

are a recently-identified set of basic perceptions about the general character of reality (e.g. the world is boring) thought to have many psychological implications. This article explores implications relevant to wellbeing and positive intervention research. After summarizing the supposed general function of primal world beliefs, I specify ten hypotheses concerning gratitude, curiosity, optimism, trust, self-efficacy, positive emotions, engagement, meaning, life satisfaction, and overall wellbeing. Each variable may involve behavioral patterns that present as trait-like personality characteristics while actually being context-specific reactions to underlying (and malleable) perceptions. Experimental research could test these hypotheses by (a) examining whether primal world beliefs partially mediate the wellbeing impact of established interventions such as Three Good Things and (b) creating novel interventions specifically targeting primal world beliefs. To foster the latter, I discuss elements that novel interventions might incorporate, illustrating with an example called the Leaf Exercise. [ABSTRACT FROM AUTHOR]

Uncontrollable stress precipitates negative mental and physical health outcomes. Furthermore, the vicarious experience of stress (e.g. observing another individual experience a direct stressor) can mimic the effects of directly experiencing the stressor. The current experiment examined the behavioral and physiological effects of the vicarious experience of stress using the socially monogamous prairie vole. Male prairie voles were exposed to either an empty open field chamber, or a chamber in which the animal observed a sibling undergoing a concurrent direct physical stressor (tail suspension test) for five minutes. Exploratory and anxiety-like behaviors were recorded in all observers during the test session. Cardiac indices of heart rate and heart rate variability were recorded in a subset of observers prior to, during, and following the test session. Corticosterone levels were measured in all observers and siblings following the test session. When compared to animals exposed to an empty open field chamber, animals that observed a sibling undergo a direct physical stressor exhibited increased heart rate and circulating corticosterone, and decreased heart rate variability. These physiological stress indicators were supported by behavioral changes, including increased freezing followed immediately by orienting of the head toward the center of the apparatus, and decreased locomotion, grooming, and rearing. These preliminary results suggest that prairie voles experience stress vicariously, and provide a foundation for additional studies focused on the underlying mechanisms of vicarious stress. The use of this model may inform our understanding of the social transmission of stress among social species, including humans. The experience of stress, including observing stress in a loved one, has negative consequences on mental and physical health. This study used a social rodent (prairie voles) to demonstrate that stress transfers among social individuals, consequently producing an increased physiological and behavioral stress response in prairie voles observing their siblings experience stress. This research informs our understanding of the interactions of social experiences and stress in humans. [ABSTRACT FROM AUTHOR]

Drawing on Cognitive Appraisal and Job Demands-Resources (JD-R) theories, this study examines how job stress and work-related curiosity may affect employee's innovative behavior. The study utilized two-wave longitudinal data collected from 311 frontline employees from five-star hotels in the UAE. The study found that employees who demonstrated curiosity about different aspects of their work were more likely to engage in innovative behavior. On the other hand, stress was observed to have a different effect. The negative effect of job stress on innovative behavior tended to become positive and significant when curiosity was part of the response to stress. [ABSTRACT FROM AUTHOR]

How does it feel to be curious? We reasoned that there are two sides to curiosity:not knowingsomething (i.e. information-gap) andalmost knowingsomething (i.e. anticipation of resolution). In three experiments, we showed that time affects the relative impact of these two components: When people did not expect to close their information-gap soon (long time-to-resolution) not knowing affected the subjective experience of curiosity more strongly than when they expected to close their information-gap quickly (short time-to-resolution). As such, people experienced less positive affect, more discomfort, and more annoyance with lack of information in a long than a short time-to-resolution situation. Moreover, when time in the long time-to-resolution setting passed, the anticipation of the resolution became stronger, positive affect increased, and discomfort and annoyance with lack of information decreased. Time is thus a key factor in the experience of curiosity. [ABSTRACT FROM AUTHOR]

Second- through fourth-grade students were read a storybook that described a typical boy who interacted with an obese boy for one of four reasons (sympathy, curiosity, teacher instructed, or no reason) to explore the manner in which a typical storybook character's reason for associating with an obese storybook character influences children's responses to both characters. Results revealed that the children responded more favorably to the obese storybook character after than before learning about the typical storybook character's association with him, especially when the typical storybook character's reason for association was presented as internally motivated (sympathy or curiosity). In contrast to “stigma by association” findings reported in prior research, the children also responded more favorably to the typical storybook character after than before his association with the obese storybook character. [ABSTRACT FROM PUBLISHER]

Background:Intellectual curiosity can be defined as a desire for knowledge that leads to exploratory behavior and consists of an inherent and stable trait (i.e. trait curiosity) and a variable context-dependent state (i.e. state curiosity). Although intellectual curiosity has been considered an important aspect of medical education and practice, its relationship to medical education has not been empirically investigated. The purpose of this exploratory study was to describe medical students’ intellectual curiosity across a four-year undergraduate program. Methods:We employed a cross-sectional design in which medical students, across a four-year undergraduate program at McGill University, completed the Melbourne Curiosity Inventory as a measure of their state and trait intellectual curiosity. A Mixed Models ANOVA was used to compare students across year of training. Results:Four hundred and two out of 751 students completed the inventory (53.5%). Trait curiosity was significantly higher than state curiosity (M = 64.5, SD = 8.5 versusM = 58.5, SD = 11.6) overall, and within each year of training. Conclusions:This study is the first to describe state and trait intellectual curiosity in undergraduate medical education. Findings suggest that medical students’ state curiosity may not be optimally supported and highlight avenues for further research. [ABSTRACT FROM PUBLISHER]

Situations in which there are multiple changes occurring all at once and which demand complex decisions to be made are common throughout life, but little is known about how normal aging influences performance on these types of scenarios. To determine performance differences associated with normal aging, we test older and younger adults in a dynamic control task. The task involves the control of a single output variable over time via multiple and uncertain input controls. The Single Limited Input, Dynamic Exploratory Responses (SLIDER) computational model, is implemented to determine the behavioral characteristics associated with normal aging in a dynamic control task. Model-based analysis demonstrates a unique performance signature profile associated with normal aging. Specifically, older adults exhibit a positivity effect in which they are more influenced by positively valenced feedback, congruent with previous research, as well as enhanced exploratory behavior. [ABSTRACT FROM AUTHOR]

This article presents a grounded theory analysis of the experience of sustaining an abiding curiosity. Results emphasize how curiosity became inherently motivating and pleasurable, and led to deeper understandings of interpersonal differences and an enriched sense of identity. Despite the experience of curiosity strengthening, waning, and shifting across time, it was experienced as a longstanding driving force. At the same time, if consuming, curiosity holds risks for participants and could lead to alienation from others and despair. The discussion puts forward a more integrated understanding of a somewhat fragmented literature and highlights the complexities that depth curiosity entails. [ABSTRACT FROM AUTHOR]

Recent conceptualizations of curiosity have identified two underlying factors that together represent trait curiosity: exploration (the disposition to seek out novel/challenging situations) and absorption (the disposition to become fully engaged in these interesting situations) (Kashdan, Rose, & Fincham, 2004). These factors have been proposed to broaden the thought-action repertoire by promoting interest in novel/challenging situations and to incrementally build knowledge and well-being in a manner consistent with the Broaden-and-Build Theory (Fredrickson, B. L., 1998). This article reports findings from a study which examined associations between the exploration and absorption components of curiosity and continuous and categorical indices of well-being. Replicating and extending previous findings, the exploration (more so than absorption) component of curiosity exhibited moderate positive associations with measures of well-being. Implications and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

In this study, the authors tried various methods to measure and conceptualize curiosity. A sample of 369 education students (103 men, 266 women) who were attending universities on the East Coast of the United States completed 5 paper-and-pencil curiosity measures in 1 of their classes. Using confirmatory factor analysis, the authors found that the data best fit a 3-factor curiosity model consisting of cognitive curiosity, physical thrill seeking, and social thrill seeking. These findings supported the development of new instruments that specifically measured those 3 curiosity types, new empirical research predicting meaningful curiosity-related outcomes, and subsequent theory building concerning how and why curiosity is a fundamental part of optimal human functioning. [ABSTRACT FROM AUTHOR]

To evaluate Litman and Jimerson's (2004) Interest/Deprivation (I/D) model of curiosity, 355 students (269 women, 86 men) responded to 6 trait curiosity measures including the Curiosity/Interest in the World scale (C/IW; Peterson & Seligman, 2004), the Curiosity and Exploration Inventory (CEI; Kashdan, Rose, & Fincham, 2004), the Perceptual Curiosity scale (PC; Collins, Litman, & Spielberger, 2004), the Epistemic Curiosity scale (EC; Litman & Spielberger, 2003), and the Curiosity as a Feeling-of-Deprivation scales (CFD; Litman & Jimerson, 2004). Consistent with expectations, the results of confirmatory factor analyses demonstrated that the C/IW, CEI, PC, EC scales defined an Interest (I) curiosity factor, whereas the CFD scales formed a Deprivation (D) curiosity factor. However, as compared to the other interest-based curiosity measures, one of the EC subscales was found to be less differentiated from the CFD scales, presumably because these instruments assess overlapping aspects of Berlyne's (1954) concept of epistemic curiosity. The results of this study indicated that I and D curiosity are related but differentiated curiosity dimensions, providing evidence for the validity of the I/D model. [ABSTRACT FROM AUTHOR]

The present study investigated how knowledge-gaps, measured by feeling-of-knowing, and individual differences in epistemic curiosity contribute to the arousal of state curiosity and exploratory behaviour for 265 (210 women, 55 men) university students. Participants read 12 general knowledge questions, reported the answer was either known (“I Know”), on the tip-of-the-tongue (“TOT”), or unknown (“Don't Know”), and indicated how curious they were to see each answer, after which they could view any answers they wanted. Participants also responded to the Epistemic Curiosity (EC) and Curiosity as a Feeling-of-Deprivation (CFD) scales. “TOT” was associated with the smallest knowledge-gap, most curiosity and exploration, and feelings of uncertainty and tension as measured by the CFD scale. “Don't Know” corresponded with the largest knowledge-gap, less curiosity and exploration, and positive feelings of interest as measured by the EC scale. “I Know” states, which reflected the absence of a knowledge-gap, involved the least curiosity and exploration. [ABSTRACT FROM AUTHOR]

In an effort to expand research on curiosity, we elaborate on a theoretical model that informs research on the design of a new measure and the nomological network of curiosity. Curiosity was conceptualized as a positive emotional-motivational system associated with the recognition, pursuit, and self-regulation of novelty and challenge. Using 5 independent samples, we developed the Curiosity and Exploration Inventory (CEI) comprising 2 dimensions: exploration (appetitive strivings for novelty and challenge) and absorption (full engagement in specific activities). The CEI has good psychometric properties, is relatively unaffected by socially desirable responding, is relatively independent from positive affect, and has a nomological network consistent with our theoretical framework. Predicated on our personal growth facilitation model, we discuss the potential role of curiosity in advancing understanding of various psychological phenomena. [ABSTRACT FROM AUTHOR]

Focuses on the measurement of curiosity as a feeling of deprivation. Detection of uncertainty and tension; Notivation of information-seeking and problem-solving behavior; Measurement of depression.