School-aged Children’s Exploration Patterns

This study investigates how school-aged children ($\mathbf{N} \boldsymbol{=} \mathbf{6 0}$, ages 8–12) from a non-WEIRD population in Egypt balance breadth and depth during self-directed exploration. Using a novel “TRIVIA” paradigm, children freely explored topics across three days, with their choices analyzed through linear and cumulative link mixed models. Results revealed that socioeconomic status (SES) significantly influenced exploration patterns: lower-SES children explored more questions on the second day compared to higher-SES peers ($\beta=-0.17, 95\% CI [-0.28, -0.05]$) and were more likely to visit previously explored questions ($\beta=-0.005, 95 \% CI [-0.009,-0.002]$). While age did not predict exploration quantity, children progressively shifted from in-breadth to in-depth exploration as the task progressed ($\beta=0.295,95 \% CI [0.092,0.498]$). This effect was moderated by SES, with higher-SES children’s exploration becoming more in-depth over time ($\beta=-0.008, 95\% CI [-0.012,-0.004])$. Motivation and active learning scores showed no significant effects. These findings highlight how SES and task structure shape children’s exploration patterns, offering insights into curiosity-driven learning in understudied cultural contexts.