Recent years have seen a considerable surge of research on interest-based engagement, examining how and why people are engaged in activities without relying on extrinsic rewards. However, the field of inquiry has been somewhat segregated into three different research traditions which have been developed relatively independently—research on curiosity, interest, and trait curiosity/interest. We identify “long-term development” as a critical factor that links different research traditions, and set out an integrative perspective called the reward-learning framework of knowledge acquisition. This framework takes on the basic premise of existing reward-learning models of information seeking: that knowledge acquisition serves as an inherent reward, which reinforces people’s information-seeking behavior through a reward-learning process. Critically, however, the framework reveals how the knowledge-acquisition process is sustained and boosted over a long period of time in real-life settings (i.e., self-boosting effect), allowing us to integrate the different research traditions within reward-learning models. The framework also characterizes the knowledge-acquisition process with three distinct features that are not present in the reward-learning process with extrinsic rewards— (a) selectivity, (b) vulnerability, and (c) under-appreciation. Finally, we discuss implications of the proposed framework regarding the debate over the conceptualization of broad concepts, namely; curiosity, interest, and intrinsic–extrinsic rewards.

中文翻译：

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知识获取的奖励学习框架：好奇心、兴趣和内在-外在奖励的综合说明。

近年来，关于基于兴趣的参与的研究大量涌现，研究了人们如何以及为什么在不依赖外在奖励的情况下参与活动。然而，探究领域在某种程度上被划分为三个不同的研究传统，这些研究传统相对独立地发展起来——好奇心研究、兴趣研究和特质好奇心/兴趣研究。我们将“长期发展”确定为连接不同研究传统的关键因素，并提出了一种称为知识获取奖励学习框架的综合视角。该框架采用了现有信息寻求奖励学习模型的基本前提：知识获取作为一种内在奖励，通过奖励学习过程强化人们的信息寻求行为。至关重要的是，然而，该框架揭示了知识获取过程如何在现实生活环境中长期持续和促进（即自我促进效应），使我们能够将不同的研究传统整合到奖励学习模型中。该框架还用三个不同的特征来描述知识获取过程，这些特征在具有外在奖励的奖励学习过程中不存在——(a) 选择性，(b) 脆弱性，和 (c) 低估。最后，我们讨论了拟议框架对广义概念概念化辩论的影响，即；好奇心、兴趣和内在-外在奖励。允许我们在奖励学习模型中整合不同的研究传统。该框架还用三个不同的特征来描述知识获取过程，这些特征在具有外在奖励的奖励学习过程中不存在——(a) 选择性，(b) 脆弱性，和 (c) 低估。最后，我们讨论了拟议框架对广义概念概念化辩论的影响，即；好奇心、兴趣和内在-外在奖励。允许我们在奖励学习模型中整合不同的研究传统。该框架还用三个不同的特征来描述知识获取过程，这些特征在具有外在奖励的奖励学习过程中不存在——(a) 选择性，(b) 脆弱性，和 (c) 低估。最后，我们讨论了拟议框架对广义概念概念化辩论的影响，即；好奇心、兴趣和内在-外在奖励。我们讨论了拟议框架对广义概念概念化辩论的影响，即；好奇心、兴趣和内在-外在奖励。我们讨论了拟议框架对广义概念概念化辩论的影响，即；好奇心、兴趣和内在-外在奖励。