The relationship between cognitive ability and motivation during cognitive tasks of varying complexity

Abstract

Variations in sample motivation have contributed to inconsistent outcomes for the efficacy of computerised working memory training interventions. One potential contributor to motivational variance is the participants’ capacity to respond to the demands of experimental tasks – their cognitive ability. To explore whether cognitive ability is related to intrinsic motivation in a working memory task commonly used in working memory training protocols, undergraduate students (N = 113) completed a single session of the adaptive N-back task and a Go/no-go type control task. The range in achievement on the N-back (M = 3.72, SD = 0.80) and on the Go/no-go task (M = 86 %, SD = 8%) allowed for an examination of ability driven differences in motivation. Participants reported the challenging but achievable Go/no-go task as more intrinsically motivating than the N-back task, and higher ability was associated with greater intrinsic motivation and use of more effort during both tasks. The results of this cross-sectional study suggest that equal motivation should not be assumed between groups engaging in tasks of varying complexity, nor between participants of varying cognitive ability.