参考文献

本书的SDE文献以所列著作的对应章节为依据;《入门》中关于显露、意义、信息与能量、三方程以及六步九步的章节,和价值四式、三原理的论述,是本书术语口径的主要来源。经典研究按原作者、年份和原始文献定位。书中构造案例与研究设计不作为这些文献的实验结果。

[1] 王德生.SDE本体论入门 世界是如何发生的.2026.本书采用第6章、第7章补、第8章补、第9章、第12章及第59章相关工作口径.https://sdeuniverses.com/books/sde-ontology-intro/text/

[2] 王德生.SDE价值发生学 四个三角与真善美的完整发生.德麦国际专著第255卷,2026.价值四截面及S3=F(D1,E2).https://sdeuniverses.com/books/m/255/

[3] 王德生.AI时代大学毕业生的核心竞争力.德麦国际专著第351卷.本书引用其关于核心竞争力的差异度及同侪、AI工具、复合组合、本人历史等比较基线.https://sdeuniverses.com/books/m/351/text/

[4] 王德生,张琼.AI时代的判断力发生学导论.德麦国际专著第398卷,2026.第25章,封装与能力发生.https://sdeuniverses.com/books/m/398/chapter-25/

[5] 王德生.出版是知识发生的开始.德麦国际专著第296卷,2026.候选、验证、正式修订与分支保存.https://sdeuniverses.com/books/m/296/

[6] Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116(1), 75–98. https://doi.org/10.1037/0033-2909.116.1.75

[7] Litman, J. A. (2008). Interest and deprivation factors of epistemic curiosity. Personality and Individual Differences, 44(7), 1585–1595. https://doi.org/10.1016/j.paid.2008.01.014

[8] Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4

[9] 王德生.从六步到九步 创造力的揭秘.德麦国际专著第236卷.本书用作步骤划分的版本对照;本书采用文献[1]的步骤口径,不宣称其他版本废止.https://sdeuniverses.com/books/m/236/text/

[10] 王德生.从三视角的123原理到SDE的三原理.SDE Universes.https://sdeuniverses.com/column/ontology-grid/123-to-three-principles/

[11] Berlyne, D. E. (1954). A theory of human curiosity. British Journal of Psychology, 45(3), 180–191. https://doi.org/10.1111/j.2044-8295.1954.tb01243.x

[12] Kashdan, T. B., Stiksma, M. C., Disabato, D. D., McKnight, P. E., Bekier, J., Kaji, J., & Lazarus, R. (2018). The five-dimensional curiosity scale: Capturing the bandwidth of curiosity and identifying four unique subgroups of curious people. Journal of Research in Personality, 73, 130–149. https://doi.org/10.1016/j.jrp.2017.11.011

[13] Kang, M. J., Hsu, M., Krajbich, I. M., Loewenstein, G., McClure, S. M., Wang, J. T., & Camerer, C. F. (2009). The wick in the candle of learning: Epistemic curiosity activates reward circuitry and enhances memory. Psychological Science, 20(8), 963–973. https://doi.org/10.1111/j.1467-9280.2009.02402.x

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[17] Burda, Y., Edwards, H., Pathak, D., Storkey, A., Darrell, T., & Efros, A. A. (2018). Large-scale study of curiosity-driven learning. arXiv:1808.04355 [preprint]. https://arxiv.org/abs/1808.04355

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[19] Litman, J. A., & Jimerson, T. L. (2004). The measurement of curiosity as a feeling of deprivation. Journal of Personality Assessment, 82(2), 147–157.

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[23] Grossnickle, E. M. (2016). Disentangling curiosity: Dimensionality, definitions, and distinctions from interest in educational contexts. Educational Psychology Review, 28(1), 23–60.

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[25] Murayama, K., FitzGibbon, L., & Sakaki, M. (2019). Process account of curiosity and interest: A reward-learning perspective. Educational Psychology Review, 31(4), 875–895.

[26] Kidd, C., & Hayden, B. Y. (2015). The psychology and neuroscience of curiosity. Neuron, 88(3), 449–460.

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[28] Schmidhuber, J. (2010). Formal theory of creativity, fun, and intrinsic motivation (1990–2010). IEEE Transactions on Autonomous Mental Development, 2(3), 230–247.

[29] Dubey, R., & Griffiths, T. L. (2020). Reconciling novelty and complexity through a rational analysis of curiosity. Psychological Review, 127(3), 455–476.

[30] Getzels, J. W., & Csikszentmihalyi, M. (1976). The creative vision: A longitudinal study of problem finding in art. Wiley.

[31] Green, D. M., & Swets, J. A. (1966). Signal detection theory and psychophysics. Wiley.

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