Striatal Dopamine and the Interface between Motivation and Cognition

Brain dopamine has long been known to be implicated in the domains of appetitive motivation and cognition. Recent work indicates that dopamine also plays a role in the interaction between appetitive motivation and cognition. Here we review this work. Animal work has revealed an arrangement of spiraling connections between the midbrain and the striatum that subserves a mechanism by which dopamine can direct information flow from ventromedial to more dorsal regions in the striatum. In line with current knowledge about dopamine's effects on cognition, we hypothesize that these striato-nigro-striatal connections provide the basis for functionally specific effects of appetitive motivation on cognition. One implication of this hypothesis is that appetitive motivation can induce cognitive improvement or impairment depending on task demands

The Role of Motivation and Cognition in Adults with Schizophrenia

Our work is based around the holistic nature of the field of occupational therapy. This evidence-based project initially began, at the request of our community partner, with the intention of finding one or more assessments that may help identify the cause of a lack of motivation among group home residents at Tri County Mental Health in Lewiston, ME who suffer from schizophrenia. Schizophrenia is a chronic and severe mental illness that is now diagnosed as a spectrum disorder. It is characterized by distortions in the perception of reality and impairments in cognition and motivation. Schizophrenia can be categorized into three types of symptoms: positive, negative, and cognitive. Negative symptoms were the subject of interest for this project because we found that they present as the absence of typical functional behaviors and often consist of a lack of motivation for social participation, impairment in the initiation of activities, and flat affect, or a reduction in emotional responsiveness. The specific population is adults with schizophrenia who present with a significant lack of motivation to engage in daily activities such as bathing, dressing, and grocery shopping. The results have produced several options for assessments and interventions as well as distinct themes that contribute to a greater understanding of motivation and cognition in adults with schizophrenia

Intraindividual Differences in Motivation and Cognition in Students With and Without Learning Disabilities

The present study examines several cognitive and motivational variables that distinguish children with learning disabilities (n = 19) from children without learning disabilities (n = 20). The total sample included 30 males and 9 females and was composed of white, fifth-grade students from a middle-class community in the Midwest. Results showed that although the students with learning disabilities displayed lower levels of metacognitive knowledge and reading comprehension, they did not differ from the students without learning disabilities on self-efficacy, intrinsic orientation, or anxiety. In addition, they did not show any signs of learned helplessness, although they did tend to attribute success and failure to external causes more often than the students without learning disabilities. Using a cluster analysis that grouped individuals, we found that differences in the motivational and cognitive variables cut across a priori categories of children with and without learning disabilities. Three clusters were formed: one with high comprehension, motivation, and metacognition (mostly children without learning disabilities); one with low levels of comprehension and metacognition but high intrinsic motivation (all children with learning disabilities); and one with low intrinsic motivation but average comprehension, metacognition, and attributional style (approximately equal numbers of children with and without learning disabilities). Implications for diagnosis and intervention for students with learning disabilities are discussed.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68859/2/10.1177_002221949402700603.pd

You Cannot Have Your Cake and Eat It, too: How Induced Goal Conflicts Affect Complex Problem Solving

Managing multiple and conflicting goals is a demand typical to both everyday life and complex coordination tasks. Two experiments (N = 111) investigated how goal conflicts affect motivation and cognition in a complex problem- solving paradigm. In Experiment 1, participants dealt with a game-like computer simulation involving a predefined goal relation: Parallel goals were independent, mutually facilitating, or interfering with one another. As expected, goal conflicts entailed lowered motivation and wellbeing. Participants’ understanding of causal effects within the simulation was im- paired, too. Behavioral measures of subjects’ interventions support the idea of adaptive, self-regulatory processes: reduced action with growing awareness of the goal conflict and balanced goal pursuit. Experiment 2 endorses the hypotheses of motivation loss and reduced acquisition of system-related knowledge in an extended problem-solving paradigm of four conflicting goals. Impairing effects of goal interference on motivation and wellbeing were found, although less distinct and robust as in Experiment 1. Participants undertook fewer interventions in case of a goal conflict and acquired less knowledge about the system. Formal complexity due to the interconnectedness among goals is discussed as a limiting influence on inferring the problem structure

A Cross-Cultural Investigation of Social Motivation and Social Cognition in Young Children

The evolutionary success of our species is bound to our sociality—the tendency to engage in and benefit from social interactions. On a conceptual level, this sociality has been parsed into two facets, namely the proclivity to like and seek social interactions (social motivation) as well as the cognitive abilities needed to coordinate with others socially (social cognition). While numerous studies have assessed social motivation and social cognition in young children, our current understanding of both facets is still far from conclusive. First, the exact ontogeny of social motivation and cognition remains largely unclear. Second, the degree to which either facet of sociality is shaped by cultural input remains poorly understood. Finally, interindividual variation in social motivation and cognition has yet to be examined, without which we can neither understand the construct validity of either facet, nor their potential interplay. In this dissertation, I present three studies addressing these issues by focusing on developmental, cross-cultural, and interindividual variation in three phenomena previously linked to sociality: Overimitation and collaboration as indicators of social motivation, as well as Theory of Mind as a proxy for social cognition. In the first study I assessed whether children’s overimitation would be shaped by age, culture, and the social presence of an adult model. I found that children across three diverse populations showed more overimitation with age and selectively in the presence of the model. I also documented cross-cultural variation in children’s overimitation. On an individual level, children’s overimitation did not predict their tendency to reengage a co-player in a collaborative activity. In study 2, I found children’s overimitation to vary systematically between two populations utilizing a procedure with reduced cognitive task demands. Here, age did not predict children’s overimitation and variation across populations was only observed in how much, but not whether, children would overimitate. In study 3, I documented systematic variation in children’s social motivation for collaboration as well as their Theory of Mind across three populations and across the age range tested. On an individual level, indicators of social motivation were ontogenetically linked and predicted children’s Theory of Mind. In the general discussion, I propose an integrative model of social motivation and cognition to embed and expand the current findings. Accordingly, the interplay of socialization goals and practices, social motivation, and social cognition builds the foundation for children’s social learning within social interactions

Implicit Motives Across Cultures

In recent years, methodological and substantial progress has been made in the field of cross-cultural studies on implicit motives. We propose that cross-cultural studies on implicit motives are indispensable to understand universal and culture-specific variations in individuals’ mental processes and behavior. It is assumed that implicit motives represent the first motivational system to be shaped in a human being’s ontogeny and that they have far-reaching consequences for individuals’ development, their feelings and actions in everyday life across different cultural groups. Applying psychometrically sound measurements cross-culturally, researchers have revealed a number of universal relationships between implicit motives and psychological and behavioral correlates. Despite these promising advancements, fundamental work still needs to be done with respect to the developmental antecedents of motives and behavioral correlates, particularly focusing on affiliation and power, which have received much less attention compared to the achievement motive. We conclude that if we want to do a better job at predicting behavior both within and across cultural groups, we need to supplement our typical reliance on explicit measures with implicit measures of motivation, beliefs, and values

Bestial boredom: a biological perspective on animal boredom and suggestions for its scientific investigation

Boredom is likely to have adaptive value in motivating exploration and learning, and many animals may possess the basic neurological mechanisms to support it. Chronic inescapable boredom can be extremely aversive, and understimulation can harm neural, cognitive and behavioural flexibility. Wild and domesticated animals are at particular risk in captivity, which is often spatially and temporally monotonous. Yet biological research into boredom has barely begun, despite having important implications for animal welfare, the evolution of motivation and cognition, and for human dysfunction at individual and societal levels. Here I aim to facilitate hypotheses about how monotony affects behaviour and physiology, so that boredom can be objectively studied by ethologists and other scientists. I cover valence (pleasantness) and arousal (wakefulness) qualities of boredom, because both can be measured, and I suggest boredom includes suboptimal arousal and aversion to monotony. Because the suboptimal arousal during boredom is aversive, individuals will resist low arousal. Thus, behavioural indicators of boredom will, seemingly paradoxically, include signs of increasing drowsiness, alongside bouts of restlessness, avoidance and sensation-seeking behaviour. Valence and arousal are not, however, sufficient to fully describe boredom. For example, human boredom is further characterized by a perception that time ‘drags’, and this effect of monotony on time perception can too be behaviourally assayed in animals. Sleep disruption and some abnormal behaviour may also be caused by boredom. Ethological research into this emotional phenomenon will deepen understanding of its causes, development, function and evolution, and will enable evidence-based interventions to mitigate human and animal boredom

Can you forgive? It depends on how happy you are

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.This paper examined how individual group status and happiness influence forgiveness. In Study 1, happiness was treated as a trait difference: highly happy people, compared with very unhappy people, were found to be more willing to forgive murderers. More important, an interaction effect between happiness and group status on forgiveness was found, that is, highly happy people tended to be more forgiving when either ingroup or outgroup mem- bers were killed; unhappy people, however, tended to be less forgiving about murder when ingroup rather than outgroup members were killed. In Study 2, happiness was treated as an emotional state difference: happiness, rather than sadness, was found to bring greater forgiveness. Moreover, consistent with the interaction effect displayed in Study 1, happy participants tended to forgive more when ingroup or outgroup members were hurt; sad partici- pants tended to forgive less when ingroup members rather than outgroup members were hurt. Implications for connections between happiness, group membership, and forgiveness are discussed

Three Questions About the Economics of Relative Position: A Response to Frank and Sunstein

For the original paper by Frank and Sunstein, see 'Cost Benefit Analysis and Relative Position.' Cost-benefit analyses typically ignore the importance of relative position. That is, they do not take into account the possibility that people value particular goods, services, or other determinants of well-being through comparisons with others. Robert Frank and Cass Sunstein have recently concluded that taking into account positional issues implies that the benefits of health and safety regulations may be twice as large as the levels commonly found in cost-benefit analyses. However, the effects of positional externalities on the valuation of safety and health regulations, and hence the correct modifications to cost-benefit analyses, are theoretically ambiguous. Frank and Sunstein assume that people like others to become worse off and that the incomes of others are more important for comparison than their health and safety on the job. Because different assumptions can lead to opposite conclusions about the value of additional regulations, this response addresses whether the evidence supports Frank and Sunstein's assumptions. The nature of relative position can be described as answers to three questions. First, what is the relevant group to which people compare themselves? Second, which characteristics of the comparison group matter? Third, how strongly do these comparisons affect people? This paper evaluates Frank and Sunstein's evidence on all three questions. People inclined to favor the model of positional externalities espoused by Frank and Sunstein may find their evidence convincing, but there are appealing alternative explanations. There is also direct evidence that only a minority of people act in the way they assume. They estimate that people should be willing to spend $6,000 of a$10,000 raise to prevent their coworkers from getting the same raise. Though some people might pay to reduce the salaries of their coworkers, others would surely pay to raise them. That many people display altruistic behavior in many situations is completely ignored by Frank and Sunstein. Particularly because of the variation in preferences across individuals, the evidence is at present too limited to permit the precise characterization necessary to evaluate the effects of policy. Under some plausible models, the policies suggested by Frank and Sunstein make people worse off; in others, better off. Though it is premature to incorporate positional externalities in policy analysis, such issues undoubtedly will become a formal part of policy analysis as our understanding improves.