This paper offers a toy framework for considering curiosity as an ecosystem. First, it suggests that a single agent's inquiry policy (how, when, and why an agent asks a question) depends on how the agent values immediate uncertainty reduction, costs, delayed return, and the value of keeping the question open. A key concept in the framework is that the weights on these decision-related terms can change with experience. For example, a period of cheap, quickly answered questions may change the cost of inquiry on a short timescale and change which kinds of questions the agent is drawn to answer over a longer timescale. Second, these ideas are extended to many agents exploring a shared knowledge landscape, and there the framework tracks inquiry volume, topic diversity, frontier-directed inquiry, redundancy, and reusable knowledge. The result is a conceptual toy framework for studying curiosity ecology and for future efforts towards designing multi-agent AI systems for discovery. It serves as a companion piece for a paper currently under review in Trends in Neurosciences.
Large Language Models (LLMs) provide a new opportunity to study how language shapes exploratory cognition because conversational strategies can be systematically manipulated at inference time. We introduce CURIOBOT, a framework that operationalizes Berlyne's collative variables, novelty, complexity, conflict, and uncertainty, as adaptive linguistic interventions for conversational tutoring. Across 270 tutoring conversations spanning multiple model families, domains, and topic complexity levels, curiosity-oriented interventions consistently increased exploratory learner behaviors, producing up to 2.4x more conversational turns under fixed time budgets. To measure these effects, we further introduce a learner-centered evaluation framework capturing exploratory questioning, conversational agency, productive struggle, and observable curiosity. Learner-side gains persisted even when tutor-side instructional quality remained unchanged, suggesting that curiosity functions as a partially independent interaction-level mechanism. More broadly, our results demonstrate that LLM-mediated dialogue can serve as a scalable experimental framework for studying how language shapes exploratory learning behavior.