学习期望影响认知控制分配分配
Javier Alejandro Masís Obando1, Sebastian Musslick2,3, Jonathan D Cohen1,4
1Princeton Neuroscience Institute, Princeton University, Princeton, NJ 08540.
概括
人们将更多的认知控制和努力分配给他们认为可以学习的任务,重视未来的学习而不是即时的奖励. 这项研究探讨了学习能力如何影响认知控制中的决策.
科学领域:
- 认知心理学 认知心理学
- 决策科学 决策科学 决策科学
- 神经科学是一个神经科学.
背景情况:
- 认知控制分配通常被建模为预期的效用最大化,平衡利益与成本.
- 最近的理论表明,将学习的价值纳入控制分配决策是规范性的,即使这导致了更长的审议.
- 这挑战了即时奖励最大化的直观观念.
研究的目的:
- 实证测试个人是否将更大的认知控制分配给被认为是可学习的任务.
- 调查感知到的可学习性是否会影响愿意付出努力的意愿,例如更长的审议时间.
- 检查是否符合包括学习价值在内的正式控制分配模型.
主要方法:
- 参与者执行了一个简单的感知点运动任务跨区块.
- 测量了人们对深思熟虑 (花费精力) 的意愿.
- 在初始块中评估了参与者的熟练程度和学习率,以预测随后的控制分配.
主要成果:
- 任务学习能力显著预测了参与者愿意分配更大的认知控制.
- 较高的熟练度和学习率在早期的任务参与与后期阶段增加的审议相关.
- 行为与预测基于未来学习价值的努力分配的模型保持一致.
结论:
- 当个人决定分配多少认知控制时,他们确实考虑了任务的可学习性.
- 这些发现支持理论框架,即在基于努力的决策时,代理人会权衡学习的未来折扣价值.
- 这为认知控制的规范模型提供了证据,这些模型将学习整合到奖励计算中.
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