Effect of non-instructed instrumental ...
Type de document :
Article dans une revue scientifique: Article original
DOI :
URL permanente :
Titre :
Effect of non-instructed instrumental contingency of monetary reward and positive affect in a cognitive control task
Auteur(s) :
Prével, Arthur [Auteur]
Universiteit Gent = Ghent University [UGENT]
Hoofs, Vincent [Auteur]
Universiteit Gent = Ghent University [UGENT]
Krebs, Ruth M. [Auteur]
Universiteit Gent = Ghent University [UGENT]
Universiteit Gent = Ghent University [UGENT]
Hoofs, Vincent [Auteur]
Universiteit Gent = Ghent University [UGENT]
Krebs, Ruth M. [Auteur]
Universiteit Gent = Ghent University [UGENT]
Titre de la revue :
Royal Society Open Science
Nom court de la revue :
R. Soc. open sci.
Numéro :
8
Pagination :
202002
Éditeur :
The Royal Society
Date de publication :
2021-08
ISSN :
2054-5703
Discipline(s) HAL :
Sciences cognitives
Résumé en anglais : [en]
In recent years, we observed a strong interest in the influence of motivation and emotion on cognitive control. Prior studies suggest that the instrumental contingency between a response and a rewarding or affective stimulus ...
Lire la suite >In recent years, we observed a strong interest in the influence of motivation and emotion on cognitive control. Prior studies suggest that the instrumental contingency between a response and a rewarding or affective stimulus is particularly important in that context—which is resonating with observations in the associative learning literature. However, despite this overlap, and the relevance of non-instructed learning in real life, the vast majority of studies investigating motivation–cognition interactions use direct instructions to inform participants about the contingencies between responses and stimuli. Thus, there is little experimental insight regarding how humans detect non-instructed contingencies between their actions and motivational or affective outcomes, and how these learned contingencies come to influence cognitive control processes. In an attempt to close this gap, the goal of the present study was to test the effect of non-instructed contingent and non-contingent outcomes (i.e. monetary reward and positive affective stimuli) on cognitive control using the AX-continuous performance task (AX-CPT) paradigm. We found that entirely non-instructed contingencies between responses and positive outcomes (both monetary and affective ones) led to significant performance improvement. The present results open new perspectives for studying the influence of motivation and emotion on cognitive control at the insertion with associative learning.Lire moins >
Lire la suite >In recent years, we observed a strong interest in the influence of motivation and emotion on cognitive control. Prior studies suggest that the instrumental contingency between a response and a rewarding or affective stimulus is particularly important in that context—which is resonating with observations in the associative learning literature. However, despite this overlap, and the relevance of non-instructed learning in real life, the vast majority of studies investigating motivation–cognition interactions use direct instructions to inform participants about the contingencies between responses and stimuli. Thus, there is little experimental insight regarding how humans detect non-instructed contingencies between their actions and motivational or affective outcomes, and how these learned contingencies come to influence cognitive control processes. In an attempt to close this gap, the goal of the present study was to test the effect of non-instructed contingent and non-contingent outcomes (i.e. monetary reward and positive affective stimuli) on cognitive control using the AX-continuous performance task (AX-CPT) paradigm. We found that entirely non-instructed contingencies between responses and positive outcomes (both monetary and affective ones) led to significant performance improvement. The present results open new perspectives for studying the influence of motivation and emotion on cognitive control at the insertion with associative learning.Lire moins >
Langue :
Anglais
Comité de lecture :
Oui
Audience :
Internationale
Projet Européen :
Établissement(s) :
Université de Lille
CNRS
CHU Lille
CNRS
CHU Lille
Collections :
Date de dépôt :
2023-02-08T07:34:40Z
2023-02-08T08:23:11Z
2023-02-08T08:23:11Z
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