ArticleQuarterly journal of experimental psychology (2006)2022
Curiosity-driven learning in adults with and without dyslexia.
Article in Quarterly journal of experimental psychology (2006), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
9 citing papers in PubMed, 12 citations in OpenAlex.
- Situational enjoyment is associated with gaze behaviour during reading.Communications psychology · 2026Article
- Providing choice enhances reading motivation.Quarterly journal of experimental psychology (2006) · 2026Article
- Intrinsic Reward Modulates Word Learning in Both Oral and Written Contexts.Journal of cognition · 2026Article
- Computational markers show specific deficits for dyslexia and ADHD in complex learning settings.NPJ science of learning · 2025Article
- Investigating Reading Enjoyment in Adults With Dyslexia.Dyslexia (Chichester, England) · 2025Article
- When the interoceptive and conceptual clash: The case of oppositional phenomenal self-modelling in Tourette syndrome.Cognitive, affective & behavioral neuroscience · 2024Review
- Elevated unanticipated acoustic startle reactivity in dyslexia.Dyslexia (Chichester, England) · 2024Article
- Interpersonal curiosity as a tool to foster safe relational spaces: a narrative literature review.Frontiers in psychology · 2024Review
- Using a willingness to wait design to assess how readers value text.NPJ science of learning · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
People are willing to spend time and money to receive information and content they are curious about, such as answers to trivia questions, suggesting they find information rewarding. In neurotypical adults, states of high curiosity satisfaction are also known to enhance the learning and memory of information encountered in that state. Here, we investigated whether the relationship between curiosity, satisfaction, and learning was altered in a group with specific learning difficulty (dyslexia). Using a willingness-to-wait paradigm, we observed that adults with and without dyslexia are willing to spend time waiting for verbal and visual information. This indicates that the same "wanting" mechanisms are seen in individuals with dyslexia for information. We then examined whether information that was desirable was also associated with enhanced memory. Our findings indicate that information does function like a reward, with the gap between expected and received information driving memory. However, this memory effect was attenuated in individuals with dyslexia. These findings point to the need to understand how reward drives learning and why this relationship might differ in dyslexia.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.