Motivational and Cognitive Determants of Exploration

Abstract

A large body of research showed that exploration plays an important role in cognitive development, problem solving, thinking and creativity (e.g., Cagle, 1985; Gibson, 1988; Kagan, 1978; Singer & Singer, 1990; Voss & Keller, 1983). Thus, it is a major factor in the construction and maintenance of a cognitive system that comprises the contents and processes necessary for coping intelligently with a complex and changing external and internal environment. Therefore it is of great theoretical and practical importance to clarify the motivational and cognitive determinants of exploration. This is the major purpose of the present chapter. It summarizes empirical findings and theoretical conclusions obtained by applying to the study of curiosity and exploration two theoretical frameworks: the theories of cognitive orientation and of meaning (Kreitler & Kreitler, 1976a, 1990a). To be sure, these theories and the methodologies they have generated have been applied also to a broad range of issues other than exploration and curiosity. Yet it may be of interest to note that the investigations of exploration have played a seminal role in the development and refinement of these theories and methods. Exploration, motivational determinants and cognitive determants are the three major terms in the chapter’s title. We will deal with each in turn before we describe an empirically based theoretical attempt at their integration.