View in EDS

Is All Motivation Good for Learning? Dissociable Influences of Approach and Avoidance Motivation in Declarative Memory

Saved in:
Bibliographic Details
Title: Is All Motivation Good for Learning? Dissociable Influences of Approach and Avoidance Motivation in Declarative Memory
Language: English
Authors: Murty, Vishnu P., LaBar, Kevin S., Hamilton, Derek A.
Source: Learning & Memory. Nov 2011 18(11):712-717.
Availability: Cold Spring Harbor Laboratory Press. 500 Sunnyside Boulevard, Woodbury, NY 11797-2924. Tel: 800-843-4388; Tel: 516-367-8800; Fax: 516-422-4097; e-mail: cshpres@cshl.edu; Web site: http://www.learnmem.org/
Peer Reviewed: Y
Physical Description: PDF
Page Count: 6
Publication Date: 2011
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Computer Simulation, Student Motivation, Memory, Memorization, Learning Processes, Cognitive Style, Task Analysis, Spatial Ability, Rewards, Punishment, Physiology, Role, Proximity, Correlation, Goal Orientation
DOI: 10.1101/lm.023549.111
ISSN: 1072-0502
Abstract: 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.
Abstractor: As Provided
Entry Date: 2011
Accession Number: EJ943976
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ943976
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Is All Motivation Good for Learning? Dissociable Influences of Approach and Avoidance Motivation in Declarative Memory
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Murty%2C+Vishnu+P%2E%22">Murty, Vishnu P.</searchLink><br /><searchLink fieldCode="AR" term="%22LaBar%2C+Kevin+S%2E%22">LaBar, Kevin S.</searchLink><br /><searchLink fieldCode="AR" term="%22Hamilton%2C+Derek+A%2E%22">Hamilton, Derek A.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Learning+%26+Memory%22"><i>Learning & Memory</i></searchLink>. Nov 2011 18(11):712-717.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Cold Spring Harbor Laboratory Press. 500 Sunnyside Boulevard, Woodbury, NY 11797-2924. Tel: 800-843-4388; Tel: 516-367-8800; Fax: 516-422-4097; e-mail: cshpres@cshl.edu; Web site: http://www.learnmem.org/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: PhysDesc
  Label: Physical Description
  Group: PhysDesc
  Data: PDF
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 6
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2011
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Memorization%22">Memorization</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+Ability%22">Spatial Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Rewards%22">Rewards</searchLink><br /><searchLink fieldCode="DE" term="%22Punishment%22">Punishment</searchLink><br /><searchLink fieldCode="DE" term="%22Physiology%22">Physiology</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Proximity%22">Proximity</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1101/lm.023549.111
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1072-0502
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2011
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ943976
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ943976
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1101/lm.023549.111
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 712
    Subjects:
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Memory
        Type: general
      – SubjectFull: Memorization
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Spatial Ability
        Type: general
      – SubjectFull: Rewards
        Type: general
      – SubjectFull: Punishment
        Type: general
      – SubjectFull: Physiology
        Type: general
      – SubjectFull: Role
        Type: general
      – SubjectFull: Proximity
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
    Titles:
      – TitleFull: Is All Motivation Good for Learning? Dissociable Influences of Approach and Avoidance Motivation in Declarative Memory
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Murty, Vishnu P.
      – PersonEntity:
          Name:
            NameFull: LaBar, Kevin S.
      – PersonEntity:
          Name:
            NameFull: Hamilton, Derek A.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Type: published
              Y: 2011
          Identifiers:
            – Type: issn-print
              Value: 1072-0502
          Numbering:
            – Type: volume
              Value: 18
            – Type: issue
              Value: 11
          Titles:
            – TitleFull: Learning & Memory
              Type: main
ResultId 1