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  Previous issue (2019. Vol. 8, no. 4)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: https://doi.org/10.17759/jmfp

License: CC BY-NC 4.0

Started in 2012

Published quarterly

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Development of need for cognition in the process of schoolchildren’s learning 3668

Ermakov S.S.
PhD in Psychology, assistant professor, Department of Applied Mathematics, Faculty of Information Technology, Moscow State University of Psychology and Education, Moscow, Russia
e-mail: ErmakovSS@mgppu.ru

Yurkevich V.S.
PhD in Psychology, professor, chair of theoretical and experimental foundations of social psychology, department of social psychology, head of Resource center for giftedness, Moscow State University of Psychology and Education, Moscow, Russia
e-mail: vinni-vi@mail.ru

Abstract
The article analyzes the theoretical approaches to need for cognition, its dynamics and age-related characteristics in the process of schoolchildren’s learning. The article regards the link between the intensity of display of need for cognition in the process of schoolchildren’s learning and the level of current and potential intellectual development of theirs. The focus of the review is the place and role of cognitive need in the system of developing education by D. Elkonin and V. Davydov. The data discussed in the article demonstrate the impact of need for cognition (manifesting itself as a pupil’s striving for in-depth study) on the development of his/her ability for theoretical thinking. The review also provides the analysis of the structure and the content of the notion “epistemic curiosity” in D. E. Berlyne’s theory. The article discusses empirical studies of associations between need for cognition and various personality characteristics.

Keywords: curiosity; need for cognition; epistemic curiosity; intellectual capacity; developing education; theoretical thinking

Column: Educational psychology

For Reference

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