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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 \u201cwanting\u201d 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.<\/jats:p>","DOI":"10.1177\/17470218211037474","type":"journal-article","created":{"date-parts":[[2021,7,23]],"date-time":"2021-07-23T00:58:29Z","timestamp":1627001909000},"page":"156-168","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":13,"title":["Curiosity-driven learning in adults with and without dyslexia"],"prefix":"10.1177","volume":"75","author":[{"given":"Bethany","family":"Garvin","sequence":"first","affiliation":[{"name":"Department of Psychology, Royal Holloway, University of London, Egham Hill, Surrey, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6466-141X","authenticated-orcid":false,"given":"Saloni","family":"Krishnan","sequence":"additional","affiliation":[{"name":"Department of Psychology, Royal Holloway, University of London, Egham Hill, Surrey, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2021,8,21]]},"reference":[{"key":"bibr1-17470218211037474","doi-asserted-by":"crossref","unstructured":"Alt M., Hogan T., Green S., Gray S., Cabbage K., Cowan N. 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Current Opinion in Behavioral Sciences, 35, 62\u201370. https:\/\/doi.org\/10.1016\/j.cobeha.2020.07.006","DOI":"10.1016\/j.cobeha.2020.07.006"},{"key":"bibr8-17470218211037474","doi-asserted-by":"crossref","unstructured":"Charpentier C. J., Bromberg-Martin E. S., Sharot T. (2018). Valuation of knowledge and ignorance in mesolimbic reward circuitry. Proceedings of the National Academy of Sciences, 115(31), E7255\u2013E7264. https:\/\/doi.org\/10.1073\/pnas.1800547115","DOI":"10.1073\/pnas.1800547115"},{"key":"bibr9-17470218211037474","doi-asserted-by":"crossref","unstructured":"Clayton F. J., Sears C., Davis A., Hulme C. (2018). Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability. Journal of Experimental Child Psychology, 171, 46\u201354. https:\/\/doi.org\/10.1016\/j.jecp.2018.01.004","DOI":"10.1016\/j.jecp.2018.01.004"},{"key":"bibr10-17470218211037474","doi-asserted-by":"crossref","unstructured":"Fandakova Y., Gruber M. 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