How Sequential Changes in Reward Magnitude Modulate Cognitive Flexibility: Evidence from Voluntary Task Switching

Autor/inn/en	Fröber, Kerstin; Dreisbach, Gesine
Titel	How Sequential Changes in Reward Magnitude Modulate Cognitive Flexibility: Evidence from Voluntary Task Switching
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 42 (2016) 2, S.285-295 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000166
Schlagwörter	Cognitive Processes; Rewards; Experimental Psychology; Persistence; Performance; College Students; Visual Stimuli; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Reward; Belohnung; Experimentelle Psychologie; Ausdauer; Achievement; Leistung; Collegestudent; Ausland; Deutschland
Abstract	There is much evidence that the prospect of reward modulates cognitive control in terms of more stable behavior. Increases in expected reward magnitude, however, have been suggested to increase flexible behavior as evidenced by reduced switch costs. In a series of experiments, the authors provide evidence that this increased cognitive flexibility following increases in reward magnitude also promotes deliberate task switching. A modified task switching paradigm with forced- and free-choice trials and varying reward prospects was used. In Experiments 1-3 the prospect of a reward increase as compared to unchanged high reward increased voluntary switching rate (VSR). Experiment 4 showed that the prospect of a reward decrease did not alter VSR as compared to unchanged low reward. Experiment 5 used a standard voluntary task switching procedure and confirmed VSR effects found in Experiments 1-4. These findings are strong evidence for a mechanism that biases the cognitive system either toward stability or flexibility depending on changing reward expectation. Results are discussed within the framework of the adaptive gain theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01