Reward cues can be perceived as highly attractive stimuli because of their acquired motivational properties. However, because the motivational value of reward changes after reward receipt, a debated question is whether the attentional salience of reward cues changes accordingly. In Experiment 1, thirsty participants learned 3 cue-reward associations involving different contingencies. Then, while thirsty, participants performed a visual-search task under extinction, during which the previous reward cues appeared as irrelevant stimuli containing target and distractor items. Experiment 2 was identical to Experiment 1, except that participants drank ad libitum before the visual-search task. In Experiment 3, instead, participants quenched their thirst at the beginning of the learning session. The results of Experiment 1 showed that attention was preferentially deployed toward the cue that best predicted the reward in the previous conditioning phase. Crucially, Experiment 2 revealed that the attentional bias persisted despite reward devaluation. By contrast, no attentional bias was found in Experiment 3. The novelty of our study is that the attentional salience of a reward cue can outlast reward devaluation, suggesting that some incentive properties of the cue can become independent from those of the reward. (PsycINFO Database Record

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Specificity has always been considered one of the hallmarks of perceptual learning, suggesting that performance improvement would reflect changes at early stages of visual analyses (e.g., V1). More recently, however, this view has been challenged by studies documenting complete transfer of learning among different spatial locations or stimulus orientations when a double-training procedure is adopted. Here, we further investigate the conditions under which transfer of visual perceptual learning takes place, confirming that the passive stimulation at the transfer location seems to be insufficient to overcome learning specificity. By contrast, learning transfer is complete when performing a secondary task at the transfer location. Interestingly, (i) transfer emerges when the primary and secondary tasks are intermingled on a trial-by-trial basis, and (ii) the effects of learning generalization appear to be reciprocal, namely the primary task also serves to enable transfer of the secondary task. However, if the secondary task is not performed for a sufficient number of trials, then transfer is not enabled. Overall, the results lend support to the recent view that task-relevant perceptual learning may involve high-level stages of visual analyses.

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The capacity of humans and other animals to provide appropriate responses to stimuli anticipating motivationally significant events is exemplified by instrumental conditioning. Interestingly, in humans instrumental conditioning can occur also for subliminal outcome-predicting stimuli. However, it remains unclear whether attention is necessary for subliminal instrumental conditioning to take place. In two experiments, human participants had to learn to collect rewards (monetary gains) while avoiding punishments (monetary losses), on the basis of subliminal outcome-predicting cues. We found that instrumental conditioning can proceed subconsciously only if spatial attention is aligned with the subliminal cue. Conversely, if spatial attention is briefly diverted from the subliminal cue, then instrumental conditioning is blocked. In humans, attention but not awareness is therefore mandatory for instrumental conditioning, thus revealing a dissociation between awareness and attention in the control of motivated behavior.