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...onal state need not be induced by an explicit reward. For example, research on stereotype threat documents performance decrements resulting from the activation of a negative task-relevant stereotype (=-=Steele & Aronson, 1995-=-; Steele, Spencer, & Aronson, 2002; Stone, Lynch, Sjomeling, & Darley, 1999). For example, there is a pervasive stereotype in the United States that women are worse at math than men, and that stereoty...

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...offering some global positive incentive for good performance, such as a promotion, a bonus, or praise, that is meant to boost interest in the task or increase a person’s sense of self-efficacy (e.g., =-=Locke & Latham, 2002-=-). How many parents have offered monetary incentives for grades ($10 for each B, $20 for each A, etc.) in hopes of motivating their teenager to maximize his or her GPA? A Framework for the Motivation–...

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...nduced by an explicit reward. For example, research on stereotype threat documents performance decrements resulting from the activation of a negative task-relevant stereotype (Steele & Aronson, 1995; =-=Steele, Spencer, & Aronson, 2002-=-; Stone, Lynch, Sjomeling, & Darley, 1999). For example, there is a pervasive stereotype in the United States that women are worse at math than men, and that stereotype leads women to perform worse th...

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...er, Grimm, Rein, & Maddox, 2009). Critically, this involves the application of formal modeling techniques that allow the researcher to dissect the task and isolate the underlying cognitive processes (=-=Maddox & Ashby, 1993-=-, 2004). Using this approach, we find that there is a three-way interaction between global incentives, local incentives, and the task demands associated with optimizing performance that determines the...

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... the effects of motivation on cognition. The next step will be to formalize our motivational framework by investigating components of currently successful models such as the expectancy valence model (=-=Busemeyer & Stout, 2002-=-). A second avenue is to take a cognitive neuroscience approach to the motivation–cognition interface by attempting to identify the neural systems associated with a match or a mismatch. One intriguing...

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...example, research on stereotype threat documents performance decrements resulting from the activation of a negative task-relevant stereotype (Steele & Aronson, 1995; Steele, Spencer, & Aronson, 2002; =-=Stone, Lynch, Sjomeling, & Darley, 1999-=-). For example, there is a pervasive stereotype in the United States that women are worse at math than men, and that stereotype leads women to perform worse than men of equal ability on math assessmen...

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...sted that stereotype threat can be reinterpreted as a mismatch between global and local incentives by drawing upon prior work suggesting that negative stereotypes induce a global avoidance incentive (=-=Seibt & Forster, 2004-=-). If this is correct, then stereotype-threat effects may reflect that those with a negative self-relevant stereotype are experiencing a mismatch between a global incentive (trying to avoid confirming...

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...n our research, summarized in Table 1, is that a ‘‘match’’ between the global incentive and the local incentive leads to more flexible and exploratory cognitive processing than does a mismatch (e.g., =-=Maddox, Baldwin, & Markman, 2006-=-). We illustrate this idea with two simple examples, both from a widget factory. In the first example (Table 2), imagine an employee in the Research and Development office at a widget factory, who has...

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...bal and local incentives leads to faster informationintegration learning than does a mismatch, because a mismatch leads to a decrease in cognitive flexibility and thus less explicit rule processing. (=-=Grimm, Markman, Maddox, & Baldwin, 2008-=-; Maddox et al., 2006). We illustrate this pattern of results in Figure 1. Motivation and Choice In the domain of choice, Worthy, Maddox, and Markman (2007) found a similar pattern of results. In this...

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...onal states between patients and controls rather than differences in the capacity to think. Permanent trait (personality) variables, such as impulsivity, have clear motivational effects on cognition (=-=Pickering, 2004-=-). There are a number of research challenges ahead. The primary challenge is to understand why this complex interaction is observed. It is clear that the influence of a match between the global and lo...

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...work for the Motivation–Cognition Interface Our research assumes that studying the influence of incentives on thinking requires experimental tasks for which the cognitive demands are well understood (=-=Markman, Beer, Grimm, Rein, & Maddox, 2009-=-). Critically, this involves the application of formal modeling techniques that allow the researcher to dissect the task and isolate the underlying cognitive processes (Maddox & Ashby, 1993, 2004). Us...