Gruber · Neuron 2014 · within-subject laboratory fMRI experimental study · n=?

States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit.

Cited 763 times in the scientific literature.

Level 4 - case-series / case-control

Laboratory fMRI neuroimaging experimental study in healthy humans (graded by design analogy, not clinical CEBM).

PubMed 25284006 · doi:10.1016/j.neuron.2014.08.060 · record verified 2026-08-26

What was done

Participants completed functional magnetic resonance imaging (fMRI) scanning while their intrinsic curiosity states were manipulated during learning. Memory performance for both target information (items of high curiosity) and incidental material presented during high-curiosity states was evaluated in both immediate and one-day-delayed memory tests. Neural activity and functional connectivity between reward-related and memory-related brain regions were measured during curiosity states.

What was found

The abstract reports no numeric values, effect sizes, or test statistics. Qualitatively, participants demonstrated enhanced memory in both immediate and 24-hour delayed tests for high-curiosity information as well as incidental material presented during high-curiosity states. fMRI analyses demonstrated enhanced activation in the midbrain and nucleus accumbens during high-curiosity states. Individual differences in memory gains for incidental material correlated with anticipatory midbrain and hippocampus activation and functional connectivity between these areas.

Why it matters

This study links intrinsic motivation to extrinsic reward-processing neural pathways, suggesting that intrinsic curiosity engages midbrain-hippocampal dopaminergic circuits to facilitate both target and incidental long-term memory formation.

Limits

The abstract does not state the sample size, demographic characteristics, or specific task parameters. No quantitative data (p-values, confidence intervals, or effect sizes) are provided in the abstract, precluding assessment of precision. Laboratory memory tests using incidental visual stimuli may not fully reflect real-world educational learning contexts.

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