Revisiting the Role of Rewards in Motivation and Learning: Implications of Neuroscientific Research

Rewards have been examined extensively by both psychologists and neuorscientists and have become one of the most contentious issues in social and educational psychology. In psychological research, reward processing has typically been studied in relation to behavioral outcomes. In contrast, neuroscie...

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Bibliographic Details
Published in:Educational psychology review 2016-03, Vol.28 (1), p.61-93
Main Author: Hidi, Suzanne
Format: Article
Language:English
Subjects:
Behavioral neuroscience
Brain
Child and School Psychology
Cognition
Cognitive Processes
Education
Educational Benefits
Educational Psychology
Educational Research
Elementary School Students
Learning
Learning and Instruction
Learning Motivation
Learning Theories
Magnetic resonance imaging
Memory
Motivation
Motivation research
Neurosciences
Psychological research
Review Article
REVIEW ARTICLES
Rewards
Saliency
Social Psychology
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Summary:Rewards have been examined extensively by both psychologists and neuorscientists and have become one of the most contentious issues in social and educational psychology. In psychological research, reward processing has typically been studied in relation to behavioral outcomes. In contrast, neuroscientists have been examining how rewards are processed by brain structures that are related to the reward circuitry, and in a few instances have also evaluated behavioral outcomes. In this article, I first present findings from both the social and educational psychology and neuroscientific research on reward processing that have frequently been reported without acknowledgment of the presence of the other. Subsequently, five topics pointing to the need for integration of research findings across these two fields are considered. These include the following: (a) distinctions between extrinsic and intrinsic motivation, (b) causes of undermining effects of rewards, (c) potential benefits of choice provided for individuals, (d) differences in reward types, and (e) individual differences in reward processing. It is argued that, if positive aspects of rewards are to be utilized and their potentially negative effects are to be avoided, neuroscientific, social, and educational research findings need to be integrated. This paper provides a first step toward such integration.
ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-015-9307-5