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Reward Improves Long-Term Retention of a Motor Memory through Induction of Offline Memory Gains
Open accessAbstract
In humans, training in which good performance is rewarded or bad performance punished results in transient behavioral improvements. The relative effects of reward and punishment on consolidation and long-term retention, critical behavioral stages for successful learning, are not known. Here, we investigated the effects of reward and punishment on these different stages of human motor skill learning. We studied healthy subjects who trained on a motor task under rewarded, punished, or neutral control conditions. Performance was tested before and immediately, 6 hr, 24 hr, and 30 days after training in the absence of reward or punishment. Performance improvements immediately after training were comparable in the three groups. At 6 hr, the rewarded group maintained performance gains, whereas the other two groups experienced significant forgetting. At 24 hr, the reward group showed significant offline (posttraining) improvements, whereas the other two groups did not. At 30 days, the rewarded group retained the gains identified at 24 hr, whereas the other two groups experienced significant forgetting. We conclude that training under rewarded conditions is more effective than training under punished or neutral conditions in eliciting lasting motor learning, an advantage driven by offline memory gains that persist over time.
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“Interestingly, all groups demonstrated similar performances immediately after the practice phase.However, 6 hours later, the rewarded group outperformed the other two groups and, in contrast to the punished and control groups, even showed performance gains after 24 hours and 30 days.”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Abe et al., 2011
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“Abe and colleagues (Abe et al., 2011) found that a group receiving monetary rewards for good performance on a tracking task during practice showed more effective learning than a group that was punished for poor performance (by having money deducted) or a control group.”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Abe et al., 2011
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Metadata
- Authors
- Abe, M., Schambra, H., Wassermann, E. M., Luckenbaugh, D., Schweighofer, N., & Cohen, L. G.
- Affiliations
- National Institutes of Health (US)
- University of Southern California (US)
- Corresponding author
- Cohen, Leonardo G.
- Venue
- Current Biology
- Publisher
- Elsevier BV
- Published
- 2011-04
- Volume
- 21
- Issue
- 7
- Pages
- 557-562
- ISSN
- 0960-9822 (ISSN-L)
- PMC
- PMC3075334
- OpenAlex
- W2142533684
- Cited by
- 313
- References
- 40
- Citations by year
- 2026: 20 · 2025: 16 · 2024: 28 · 2023: 22 · 2022: 27 · 2021: 19 · 2020: 26 · 2019: 26 · 2018: 20 · 2017: 20 · 2016: 23 · 2015: 27 · 2014: 18 · 2013: 6 · 2012: 10
- FWCI
- 6.33
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- Locations
- Current Biology (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Science Foundation
- National Institutes of Health
- National Institute of Neurological Disorders and Stroke (ZIANS002978)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Motor Control and Adaptation
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory and Neural Mechanisms
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Keywords
- reward, punishment, motor skill learning, long-term retention, memory consolidation, forgetting
- MeSH terms
- Adult, Female, Humans, Learning, Male, Motor Activity, Motor Skills, Punishment, Retention, Psychology, Reward, Young Adult, Memory, Long-Term
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