Motivational Manipulations Research Articles

Bottom–up mechanisms are involved in the relation between accuracy in timing tasks and intelligence — Further evidence using manipulations of state motivation

Intelligence correlates with accuracy in various timing tasks. Such correlations could be due to both bottom–up mechanisms, e.g. neural properties that influence both temporal accuracy and cognitive processing, and differences in top–down control. We have investigated the timing–intelligence relation using a simple temporal motor task, isochronous serial interval production (ISIP), i.e. hand/finger movements with a regular beat. ISIP variability is negatively correlated with intelligence and we have previously argued, based on indirect evidence, that this relation has a bottom–up component. Here, we investigate this question using an experimental within-subject design in two samples (n=38 and n=95 participants, respectively). ISIP was performed under two conditions. In the first condition (Low Motivation), the participants were told that measurements were being made to familiarize them with the task and to calibrate the equipment. In the second condition (High Motivation), the participants were told that the performance would be evaluated and used for scientific analysis, and they were given a monetary reward depending on how accurately they performed. Temporal accuracy in the ISIP was higher during High Motivation than during Low Motivation. In both samples, correlations between ISIP variability and intelligence were similar for both conditions. General linear models with ISIP variability measures as dependent variables, condition (Low Motivation or High Motivation) as a repeated-measures variable and intelligence as a between-subject variable, revealed a significant effect of intelligence, but no effects of incentive, nor of the intelligence×incentive interaction. We conclude that motivationally driven top–down mechanisms can influence ISIP performance, but that they play no major role for correlations between temporal accuracy in ISIP and intelligence. These results provide further support for that bottom–up mechanisms are involved in relations between temporal accuracy and intelligence.

Characterizing operant hyperactivity in the Spontaneously Hypertensive Rat

BackgroundOperant hyperactivity, the emission of reinforced responses at an inordinately high rate, has been reported in children with ADHD and in the Spontaneously Hypertensive Rat (SHR), the most widely studied animal model of ADHD. The SHR emits behavior at hyperactive levels, relative to a normoactive strain, only when such behavior is seldom reinforced. Because of its dependence on rate of reinforcement, operant hyperactivity appears to be driven primarily by incentive motivation, not motoric capacity. This claim was evaluated in the present study using a novel strategy, based on the organization of behavior in bouts of reinforced responses separated by pauses.MethodMale SHR, Wistar-Kyoto (WKY) and Wistar rats (WIS) were exposed each to a multiple variable-interval schedule of sucrose reinforcement (12, 24, 48, 96, and 192 s) between post-natal days (PND) 48 and 93. Responding in each schedule was examined in two epochs, PND 58-62 and 89-93. Parameters of response-reinforcement functions (Herrnstein's hyperbola) and bout-organized behavior were estimated in each epoch.ResultsSHR emitted higher response rates than WKY and WIS, but only when rate of reinforcement was low (fewer than 2 reinforcers per minute), and particularly in the second epoch. Estimates of Herrnstein's hyperbola parameters suggested the primacy of motivational over motoric factors driving the response-rate differential. Across epochs and schedules, a more detailed analysis of response bouts by SHR revealed that these were shorter than those by WKY, but more frequent than those by WKY and WIS. Differences in bout length subsided between epochs, but differences in bout-initiation rate were exacerbated. These results were interpreted in light of robust evidence linking changes in bout-organization parameters and experimental manipulations of motivation and response-reinforcement contingency.ConclusionsOperant hyperactivity in SHR was confirmed. Although incentive motivation appears to play an important role in operant hyperactivity and motoric capacity cannot be ruled out as a factor, response-bout patterns suggest that operant hyperactivity is primarily driven by steeper delay-of-reinforcement gradients. Convergence of this conclusion with theoretical accounts of ADHD and with free-operant performance in children with ADHD supports the use of SHR as an animal model of ADHD.

Age-associated learning and memory deficits in two mouse versions of the stone T-maze

We have previously reported that a modified Stone T-maze (STM), using escape from water as motivation, was effective in evaluating learning and memory ability in young C57/BL6 mice. Here we report on the effectiveness and sensitivity of the STM in the assessment of age-related learning and memory deficits in mice using either escape from foot shock or water as the motivational manipulations. C57BL/6Nia mice 7-, 12-, 20- and 24-months old received 15 massed trials in the escape from foot shock motivated STM while C57BL/6Nia mice 5-, 12-, and 25-months old were tested in the escape from water STM. Analysis of errors, the main performance variable, revealed similar results in both versions of the task with younger mice making fewer errors. Notably, mice of all ages in the water-motivated version moved quickly through the maze, while all ages of mice in the shock-motivated version tended to wait for shock to be initiated to move forward. Overall, both versions of the STM appear to be sensitive to age-related changes in learning and memory and provide an alternative to other testing paradigms such as the Morris water maze which are susceptible to performance confounds which can lead to uninterpretable results.

Spatial distribution patterns of sheep following manipulation of feeding motivation and food availability

We hypothesised that (i) increased feeding motivation will cause sheep to move further apart as a result of individuals trying to find food and (ii) in conditions of high food availability, sheep will move less and show greater social attraction. The effects of both feeding motivation and food availability on spatial distribution was examined in eight groups of food-deprived (high feeding motivation) and satiated (low feeding motivation) sheep in good or poor food resource plots in a 2 × 2 design. Distance travelled was assessed using Global Positioning System collars, grazing time using scan sampling and social cohesion using proximity collars that record the number and duration of encounters within 4 m. Food-deprived sheep in the good-resource plots grazed the most, whereas satiated sheep in the poor-resource plots grazed the least (P = 0.004). Food deprivation had no significant effect on the number or duration of encounters and feeding motivation appeared to have little effect on spatial distribution. Contrary to expectation, sheep had more encounters (P = 0.04) of a longer total duration (P = 0.02) in poor-resource plots than in good-resource plots, indicating that sheep were showing more social cohesion if food was scarce. Our findings suggest that when food is scarce, animals may come together in an attempt to share information on food availability. However, when a highly preferred food is abundant and well dispersed, they may move apart in order to maximise the intake. It is concluded that the particular details of our experiment, namely the even distribution or absence of a highly preferred food, affected spatial distribution patterns as sheep tried to find this food and maximise the intake.

Is all motivation good for learning? Dissociable influences of approach and avoidance motivation in declarative memory

The present study investigated the effects of approach versus avoidance motivation on declarative learning. Human participants navigated a virtual reality version of the Morris water task, a classic spatial memory paradigm, adapted to permit the experimental manipulation of motivation during learning. During this task, participants were instructed to navigate to correct platforms while avoiding incorrect platforms. To manipulate motivational states participants were either rewarded for navigating to correct locations (approach) or punished for navigating to incorrect platforms (avoidance). Participants' skin conductance levels (SCLs) were recorded during navigation to investigate the role of physiological arousal in motivated learning. Behavioral results revealed that, overall, approach motivation enhanced and avoidance motivation impaired memory performance compared to nonmotivated spatial learning. This advantage was evident across several performance indices, including accuracy, learning rate, path length, and proximity to platform locations during probe trials. SCL analysis revealed three key findings. First, within subjects, arousal interacted with approach motivation, such that high arousal on a given trial was associated with performance deficits. In addition, across subjects, high arousal negated or reversed the benefits of approach motivation. Finally, low-performing, highly aroused participants showed SCL responses similar to those of avoidance-motivation participants, suggesting that for these individuals, opportunities for reward may evoke states of learning similar to those typically evoked by threats of punishment. These results provide a novel characterization of how approach and avoidance motivation influence declarative memory and indicate a critical and selective role for arousal in determining how reinforcement influences goal-oriented learning.

For love or money? What motivates people to know the minds of others?

Mood affects social cognition and “theory of mind”, such that people in a persistent negative mood (i.e., dysphoria) have enhanced abilities at making subtle judgements about others’ mental states. Theorists have argued that this hypersensitivity to subtle social cues may have adaptive significance in terms of solving interpersonal problems and/or minimising social risk. We tested whether increasing the social salience of a theory of mind task would preferentially increase dyspshoric individuals’ performance on the task. Forty-four dysphoric and 51 non-dysphoric undergraduate women participated in a theory of mind decoding task following one of three motivational manipulations: (i) social motivation (ii) monetary motivation, or (iii) no motivation. Social motivation was associated with the greatest accuracy of mental state decoding for the dysphoric group, whereas the non-dysphoric group showed the highest accuracy in the monetary motivation condition. These results suggest that dysphoric individuals may be especially, and preferentially, motivated to understand the mental states of others.

Motivated Expectations of Positive Feedback in Social Interactions

ABSTRACT People self-enhance in a variety of ways. For example, they generally expect to perform better than others, to be in control of events, and to have a brighter future. Might they also self-enhance by expecting to receive positive feedback in social interactions? Across five studies, we found that they did. People's desire for feedback correlated with how positive they expected it to be (Study 1), and their feedback expectations were more positive for themselves than for others (Study 2). People's positive feedback expectations also covaried with trait tendencies to self-enhance (i.e., self-esteem and narcissism; Study 3) and with a direct situational manipulation of self-enhancement motivation (Study 4). Finally, people expected to receive positive feedback but did not consistently expect to receive self-verifying feedback (Study 5). These findings are consistent with social expectations being driven in part by the self-enhancement motive.

Positive Affect Versus Reward: Emotional and Motivational Influences on Cognitive Control

It is becoming increasingly appreciated that affective influences can contribute strongly to goal-oriented cognition and behavior. However, much work is still needed to properly characterize these influences and the mechanisms by which they contribute to cognitive processing. An important question concerns the nature of emotional manipulations (i.e., direct induction of affectively valenced subjective experience) versus motivational manipulations (e.g., delivery of performance-contingent rewards and punishments) and their impact on cognitive control. Empirical evidence suggests that both kinds of manipulations can influence cognitive control in a systematic fashion, but investigations of both have largely been conducted independently of one another. Likewise, some theoretical accounts suggest that emotion and motivation may modulate cognitive control via common neural mechanisms, while others suggest the possibility of dissociable influences. Here, we provide an analysis and synthesis of these various accounts, suggesting potentially fruitful new research directions to test competing hypotheses.

Children's eyewitness identification performance: Effects of a Not Sure response option and accuracy motivation

Purpose. Children who witness crimes are sometimes asked to view a photospread lineup to see if they can identify the culprit. Here, we examined the effectiveness of two manipulations designed to assist in overcoming the tendency of child eyewitnesses to choose from lineups, a tendency that manifests in false identifications from target‐absent lineups.Methods. Children aged around 12 years (N = 432) were randomly assigned to control, Not Sure, or accuracy motivation conditions in order to examine both target‐absent and ‐present identification test performance across multiple sets of stimulus materials.Results. The Not Sure option did not affect false alarms or hit rates, but the combination of accuracy motivating conditions and the Not Sure option reduced guessing, with overall rates of false identifications falling by 12.2%. The latter effect was much stronger under some stimulus conditions but not detectable under others, indicating that the manipulations could improve but not impair performance. While there were beneficial effects at the group level, the manipulation did not produce a general change in individual children's decision strategies.Conclusions. Eyewitness identification test manipulations that reliably reduce false alarms, without lowering hits, by child witnesses have not yet been identified. Here, we showed how a simple‐to‐implement accuracy motivation manipulation reduces false alarms under some conditions, while also highlighting the importance of evaluating the efficacy of interventions across varied encoding and test conditions. However, developing a procedure that can produce a generalized improvement in decision making at the individual level remains a major challenge for eyewitness researchers.

Modulation of feeding and locomotion through mu and delta opioid receptor signaling in the nucleus accumbens

Opioid signaling has been strongly implicated in driving palatable food consumption. The nucleus accumbens (NAcc) is one important site of this effect; hyperphagia elicited by administration of exogenous mu opioid receptor (MOR) ligands in this brain region has been well documented. However, the role that endogenous opioid ligands in the NAcc play in controlling food intake remains poorly understood. Enkephalins, which signal through both the MOR and delta opioid receptor (DOR), are highly expressed within a subset of NAcc neurons, and have been shown to be sensitive to manipulations of diet and motivation. To investigate a potential role for these signaling molecules in regulating palatability-driven consumption, we measured high fat chow intake in rats following a series of pharmacological manipulations of NAcc opioid signaling. NAcc infusion of the MOR agonist [D-Ala2, N-MePHe4, Gly-ol]-enkephalin (DAMGO) robustly increased palatable food intake, as has previously been demonstrated. In contrast, neither infusion of Met-enkephalin, its synthetic analogue [D-Ala2] Met-enkephalin (DALA) nor the DOR-specific ligand [D-Pen2, Pen5]-enkephalin (DPDPE) had significant effects on food intake. However, when administered in combination with DAMGO, DPDPE significantly suppressed the magnitude of DAMGO-evoked feeding. Further analysis of DPDPE effects revealed that the drug strongly increased locomotor activity. Suppressive effects on feeding, then, may have occurred through competition between feeding and locomotion for behavioral expression.

Motivation, depression, and naturalistic time-based prospective remembering

This study investigated the effect of a motivational manipulation on naturalistic time-based prospective memory (PM) task performance. The association between depression and PM task performance was also investigated. First-year psychology students were required to send mobile phone text messages (SMSs) at a specific time 3 days and 6 days after an initial meeting. During the delay period participants recorded details of the retrieval whenever they remembered the SMS task. Participants given the incentive of extra course credit (motivation condition) outperformed their counterparts on the PM tasks, and showed a greater increase in the reported frequency of self-initiated retrievals on target days. Depression was negatively correlated with PM task performance. The findings suggest that motivational instructions impact the controlled processes underlying PM.

Abstract: 7 DIETARY GUIDELINES: SHOULD THERAPY BE DIFFERENT FOR WOMEN?

The current study investigated the effect of motivational manipulations on operant wheel running for sucrose reinforcement and on wheel running as a behavioral consequence for lever pressing, within the same experimental context. Specifically, rats responded on a two-component multiple schedule of reinforcement in which lever pressing produced the opportunity to run in a wheel in one component of the schedule (reinforcer component) and wheel running produced the opportunity to consume sucrose solution in the other component (operant component). Motivational manipulations involved removal of sucrose contingent on wheel running and providing 1 h of pre-session wheel running. Results showed that, in opposition to a response strengthening view, sucrose did not maintain operant wheel running. The motivational operations of withdrawing sucrose or providing pre-session wheel running, however, resulted in different wheel-running rates in the operant and reinforcer components of the multiple schedule; this rate discrepancy revealed the extrinsic reinforcing effects of sucrose on operant wheel running, but also indicated the intrinsic reinforcement value of wheel running across components. Differences in wheel-running rates between components were discussed in terms of arousal, undermining of intrinsic motivation, and behavioral contrast.

Aging and Selective Engagement: The Moderating Impact of Motivation on Older Adults' Resource Utilization

Two studies were conducted to examine age differences in the impact of motivation in a social cognitive task. We tested the hypothesis that aging is associated with an increase in the selective engagement of cognitive resources in support of performance. Different-aged adults read descriptions of 2 people in order to determine which was better suited for a particular job. These descriptions contained behaviors that were either consistent or inconsistent with the job, and participants performed the task under conditions of high versus low accountability. Examination of memory for behavioral information revealed that accountability disproportionately affected older adults' performance, with the locus of this effect being in conscious recollection processes. This supports the aforementioned selective engagement hypothesis by demonstrating that the differential impact of the motivational manipulation was based in deliberative memory processes.

What’s in a game: the effect of social motivation on interference control in boys with ADHD and autism spectrum disorders

Children with attention deficit hyperactivity disorder (ADHD) and with autism spectrum disorders (ASD) are known to have cognitive control deficits. Some studies suggest that such deficits may be reduced when motivation is increased through tangible reinforcers. Whether these deficits can also be modulated by non-tangible reinforcers has hardly been studied. Therefore, the effect of social motivation on the ability to suppress irrelevant information (i.e., interference control) was investigated in 22 ADHD boys, 22 ASD boys, and 33 typically developing (TD) boys. An adapted Eriksen Flanker task was administered under a motivational condition in which the boys were told that they were competing with peers, and under a neutral condition in which standard instructions were given. In comparison with TD boys, boys with ADHD were impaired even when no interference was present, while this was not the case for the ASD boys. All groups benefited from the motivation manipulation, i.e., their performance increased when they thought they were competing with peers. Although the boys with ADHD were still slower than TD boys when motivated, they performed as accurately as TD boys. Children with ASD also improved slightly in accuracy and response speed, but this did not reach significance. Children with ADHD are able to exert sufficient cognitive control when they are motivated, which is in line with the current models of ADHD. However, motivation seems to have a general effect on performance and is not solely related to cognitive control abilities. In contrast, this effect was not obtained in children with ASD.

The Effect of Incentives on Cognitive Processing of Text

This study examines the effect of incentives, a motivational manipulation, on cognitive processes of reading. Extrinsic motivation was manipulated through the use of monetary incentives to assess its effect on information processing in reading. One group of college students was paid for what they remembered from several narrative passages they read, whereas another group of college students was not offered an incentive. Motivated participants had longer reading times and better recall performance than did participants who were not extrinsically motivated. When reading was constrained at a fixed pace, motivated participants still performed better, with no interaction effect between pacing and motivational status. Therefore, the observed enhanced memory performance of motivated readers was not attributable to additional time spent on reading, indicating that efficient processes that do not influence reading time are involved. The results corroborate observations that extrinsic motivation, in the form of incentives, may lead to increased reading achievement and suggest memory processes are involved in this link.

Are Women Always More Interpersonally Sensitive Than Men? Impact of Goals and Content Domain

Two studies examined motivation and content domain as possible influences on sex differences in interpersonal sensitivity. Although much research has found women to excel on tasks measuring interpersonal sensitivity, most of the tasks have measured accuracy in female-relevant domains such as emotion. The present studies measured interpersonal sensitivity, defined as accurate recall of another person, for both female-relevant and male-relevant content domains and also included motivational manipulations intended to influence men and women differently. Study 1 measured accuracy of recalling information in a written vignette about a person, and Study 2 measured accuracy of recalling details about an interaction partner. Both studies supported hypotheses about domain specificity and gender-relevant motivation. However, even for male-stereotypic content and for tasks framed to favor men's motivation to perform well, men's accuracy never exceeded women's.

The effect of experimental manipulation of student motivation on the situational representation of text

The present study investigated the effects of motivational instructions on interest, test anxiety, and text learning. Instructions to facilitate intrinsic and extrinsic motivation were compared with a “neutral” instruction. The sample consisted of 375 ninth-graders. Text-related interest and test anxiety were assessed before and after the experimental instruction as well as after the text has been read. An inference verification test was administered to assess students' situational text representation. The results showed the expected effects of type of instruction on interest and test anxiety when measured directly after the treatment. With respect to the situational text representation, no significant main effects were obtained. Instead, the experimental instructions interacted significantly with gender and pretest interest. The hypothesized effects of type of instruction on the situational text representation were only observed for girls and for students with high pretest interest.

Motivation and semantic context affect brain error-monitoring activity: An event-related brain potentials study

During speech production, we continuously monitor what we say. In situations in which speech errors potentially have more severe consequences, e.g. during a public presentation, our verbal self-monitoring system may pay special attention to prevent errors than in situations in which speech errors are more acceptable, such as a casual conversation. In an event-related potential study, we investigated whether or not motivation affected participants’ performance using a picture naming task in a semantic blocking paradigm. Semantic context of to-be-named pictures was manipulated; blocks were semantically related (e.g., cat, dog, horse, etc.) or semantically unrelated (e.g., cat, table, flute, etc.). Motivation was manipulated independently by monetary reward. The motivation manipulation did not affect error rate during picture naming. However, the high-motivation condition yielded increased amplitude and latency values of the error-related negativity (ERN) compared to the low-motivation condition, presumably indicating higher monitoring activity. Furthermore, participants showed semantic interference effects in reaction times and error rates. The ERN amplitude was also larger during semantically related than unrelated blocks, presumably indicating that semantic relatedness induces more conflict between possible verbal responses.

Aging, emotion, and health-related decision strategies: Motivational manipulations can reduce age differences.

According to socioemotional selectivity theory, age-related constraints on time horizons are associated with motivational changes that increasingly favor goals related to emotional well-being. Such changes have implications for emotionally taxing tasks such as making decisions, especially when decisions require consideration of unpleasant information. This study examined age differences in information acquisition and recall in the health care realm. Using computer-based decision scenarios, 60 older and 60 young adults reviewed choice criteria that contained positive, negative, and neutral information about different physicians and health care plans. As predicted, older adults reviewed and recalled a greater proportion of positive than of negative information compared with young adults. Age differences were eliminated when motivational manipulations elicited information-gathering goals or when time perspective was controlled statistically. Implications for improving decision strategies in older adults are discussed.

Task Structure and Postcompletion Error in the Execution of a Routine Procedure

To replicate a successful laboratory slip-class error paradigm and, more importantly, to further understand the underlying causes of errors made in that paradigm. Routine procedural errors are facts of everyday life but have received limited controlled empirical study, despite the sometimes severe consequences associated with such errors. This research concerns one such error, postcompletion error (M. D. Byrne & S. Bovair, 1997), which is a lapse that occurs after the main goal of a task has been satisfied. In the two experiments conducted, participants were trained to criterion on a routine procedural task and were then brought back to the lab for a later session or sessions in which performance on task execution was measured. In the second experiment, a variety of motivational manipulations, retraining, and task redesign were compared. Experiment 1 demonstrated a substantial reduction of error rate generated by a simple design change (alteration of when feedback about goal completion occurred). Furthermore, the reduction in error rate came with no penalty in terms of overall speed of performance. Experiment 2 showed that this more appropriate design is superior to motivationally oriented interventions, retraining, and even midtask redesign. As in Experiment 1, Experiment 2 revealed no speed-accuracy tradeoff. These experiments provide evidence that controlled laboratory studies of slip-class errors can be meaningful and highlight the centrality of cognitive factors (particularly goal structure) in such errors. Potential applications include design of interfaces and their related procedures as well as error-mitigation techniques.