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Differential effects of sustained and transient effort triggered by reward : a combined EEG and pupillometry study

Journal Contribution - Journal Article

In instrumental task contexts, incentive manipulations such as posting reward on successful performance usually trigger increased effort, which is signified by effort markers like increased pupil size. Yet, it is not fully clear under which circumstances incentives really promote performance, and which role effort plays therein. In the present study, we compared two schemes of associating reward with a Flanker task, while simultaneously acquiring electroencephalography (EEG) and pupillometry data in order to explore the contribution of effort-related processes. In Experiment 1, reward was administered in a block-based fashion, with series of targets in pure reward and no-reward blocks. The results imply increased sustained effort in the reward blocks, as reflected in particular in sustained increased pupil size. Yet, this was not accompanied by a behavioral benefit, suggesting a failure of translating increased effort into a behavioral pay-off. In Experiment 2, we introduced trial-based cues in order to also promote transient preparatory effort application, which indeed led to a behavioral benefit. Again, we observed a sustained pupil-size increase, but also transient ones. Consistent with this, the EEG data of Experiment 2 indicated increased transient preparatory effort preceding target onset, as well as reward modulations of target processing that arose earlier than in Experiment 1. Jointly, our results indicate that incentive-triggered effort can operate on different time-scales, and that, at least for the current task, its transient (and largely preparatory) form is critical for achieving a behavioral benefit, which may relate to the temporal dynamics of the catecholaminergic systems.
Journal: NEUROPSYCHOLOGIA
ISSN: 1873-3514
Volume: 123
Pages: 116 - 130
Publication year:2019
BOF-keylabel:yes
IOF-keylabel:yes
BOF-publication weight:3
CSS-citation score:2
Authors:National
Authors from:Higher Education
Accessibility:Open