Exploratory Behavior and Curiosity in Two Age and Ability Groups of Children

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Abstract
Sixty-four second and sixth grade children with IQs in the average and gifted ranges (1) were observed in a semi-structured situation with six selected objects and (2) were allowed to expose as frequently as they wished each of a series of slides varying in complexity. Exposure time was set at 0.20 sec. Analysis of variance applied to exploratory time during the observation period yielded significant results across objects, but not for the ability and age (school grade) variables. However, tachistoscopic exposure frequencies were influenced by ability and age variables as well as by stimulus complexity. The results are discussed in terms of the stimulus properties of novelty, manipulability, and complexity and in terms of developmental trends.

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