The present study aimed at investigating the effect ,of antecedent congnitive incongruity on reception of information, congnitive curiosity and instigation of information-gathering behavior. One hundred and seven 5th-graders served as Ss. Learning material was classification of animals, using classification of monkeys and apes as an example. The experiment consisted of four sessions : Pre-instruction test was conducted in the first session, presentation of Information I and 2 in the second session, Questionnaire I on the consultation and communication after the second session, intermediate test, presentation of Information 3 and post-instruction test in the third session, and followup test and Questionnaire 2 in the fourth session. Different Information I was given to experimental and control groups. Information I to experimental group had been constructed to arouse incongruity by informing Ss of the existence of unfamiliar monkeys which were discrepant to the standard of S's conception of a monkey. Information I to control group had been concerned with a Lamiliar monkey, so as not to arouse incongruity. The same Information 2 and 3 were given to both groups. Information 2 was desighed to reduce latently the incongruity aroused by Information I to experimental group and Information 3 to completely and manifestly reduce the incongruity. After each Information was presented, Ss were asked the following two questions : 1. "How mterestmg rs thrs Informa tion?" 2. "Would you like to hear more?" They were also required to ask questions in semi and non-forced situations after Information 2.