Mechanisms of motivation–cognition interaction: challenges and opportunities

Abstract

Recent years have seen a rejuvenation of interest in studies of motivation–cognition interactions arising from many different areas of psychology and neuroscience. The present issue of Cognitive, Affective, & Behavioral Neuroscience provides a sampling of some of the latest research from a number of these different areas. In this introductory article, we provide an overview of the current state of the field, in terms of key research developments and candidate neural mechanisms receiving focused investigation as potential sources of motivation–cognition interaction. However, our primary goal is conceptual: to highlight the distinct perspectives taken by different research areas, in terms of how motivation is defined, the relevant dimensions and dissociations that are emphasized, and the theoretical questions being targeted. Together, these distinctions present both challenges and opportunities for efforts aiming toward a more unified and cross-disciplinary approach. We identify a set of pressing research questions calling for this sort of cross-disciplinary approach, with the explicit goal of encouraging integrative and collaborative investigations directed toward them.

Reward-dependent modulation of working memory is associated with negative symptoms in schizophrenia

“…Knowing that a certain cognitive effort might result in the receipt of a reward leads to the prioritization of the respective process and influences the assignment of limited cognitive resources (Beck et al, 2010;Braver et al, 2014;Kennerley and Wallis, 2009;Krawczyk et al, 2007;Locke and Braver, 2008;Rowe et al, 2008). On the neural level, the anterior cingulate cortex (ACC) has been suggested to play an essential role in this interaction and to act as a hub linking reward and cognition (Krebs et al, 2012;Pessoa, 2008Pessoa, , 2009Vassena et al, 2014).…”

Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning

“…Furthermore, there have been continuing advances beyond origins in animal models in neuroscience, including content related to human social, cognitive, affective, and motor neuroscience. These advances include insights into brain structure and function, network connectivity, neuromodulators of brain activity, mechanisms of neuroplasticity, and in methodology (Braver, Krug, Chiew, Kool, Westbrook, Clement et al, 2014). Moreover, beyond its connections to neuroscience, psychological science (and sport psychology) provide important experimental, observational, and qualitative perspectives on especially longer-term influences on skilled motor behavior that should inform theories that purport to explain realworld and sustainable motor learning.…”

Reward, learning and games

“…Approach motivation associated with positive stimuli is the phenomenon closest to the educational use of the term 'motivation' (and it is in this sense that the term motivation will be used below). These differences in the use of language are augmented by those characterising different sub-fields within the scientific cognition-motivation literature [12].…”