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635
Intrinsic motivation and reinforcement learning.
- Intrinsically Motivated Learning in Natural and Artificial Systems. Springer-Verlag.
, 2012
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Intrinsically Motivated Reinforcement Learning: An Evolutionary Perspective
- IEEE TRANSACTIONS ON AUTONOMOUS MENTAL DEVELOPMENT
"... There is great interest in building intrinsic motivation into artificial systems using the reinforcement learning framework. Yet, what intrinsic motivation may mean computationally, and how it may differ from extrinsic motivation, remains a murky and controversial subject. In this article, we adopt ..."
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Cited by 66 (9 self)
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There is great interest in building intrinsic motivation into artificial systems using the reinforcement learning framework. Yet, what intrinsic motivation may mean computationally, and how it may differ from extrinsic motivation, remains a murky and controversial subject. In this article, we adopt an evolutionary perspective and define a new optimal reward framework that captures the pressure to design good primary reward functions that lead to evolutionary success across environments. The results of two computational experiments show that optimal primary reward signals may yield both emergent intrinsic and extrinsic motivation. The evolutionary perspective and the associated optimal reward framework thus lead to the conclusion that there are no hard and fast features distinguishing intrinsic and extrinsic reward computationally. Rather, the directness of the relationship between rewarding behavior and evolutionary success varies along a continuum.
One size does not fit all: Applying the Transtheoretical Model to Energy Feedback Technology Design
"... Global warming, and the climate change it induces, is an urgent global issue. One remedy to this problem, and the focus of this paper, is to motivate sustainable energy consumption behaviors by people. The development of feedback technologies providing real-time, continuous feedback of one’s energy ..."
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Cited by 64 (0 self)
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Global warming, and the climate change it induces, is an urgent global issue. One remedy to this problem, and the focus of this paper, is to motivate sustainable energy consumption behaviors by people. The development of feedback technologies providing real-time, continuous feedback of one’s energy usage has been used to motivate sustainable energy consumption behaviors. However, there is one important problem- they tend to use a “one-size-fitsall” solution, providing the same feedback to differently motivated individuals at different stages of readiness, willingness and ableness to change. In this paper, we synthesize a wide range of motivational psychology literature to develop a motivational framework based on the Transtheoretical (aka Stages of Behavior Change) model. We state the motivational goal(s) of each stage, followed by our recommendation(s) for designing feedback technologies in order achieve these goals. Each recommendation is supported by a rationale based on motivational literature, followed by a simple textual example to illustrate one way to apply the recommendation. Author Keywords Sustainability, feedback, motivational theory, design.
What is intrinsic motivation? A typology of computational approaches
, 2007
"... Intrinsic motivation, the causal mechanism for spontaneous exploration and curiosity, is a central concept in developmental psychology. It has been argued to be a crucial mechanism for open-ended cognitive development in humans, and as such has gathered a growing interest from developmental robotici ..."
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Cited by 58 (19 self)
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Intrinsic motivation, the causal mechanism for spontaneous exploration and curiosity, is a central concept in developmental psychology. It has been argued to be a crucial mechanism for open-ended cognitive development in humans, and as such has gathered a growing interest from developmental roboticists in the recent years. The goal of this paper is threefold. First, it provides a synthesis of the different approaches of intrinsic motivation in psychology. Second, by interpreting these approaches in a computational reinforcement learning framework, we argue that they are not operational and even sometimes inconsistent. Third, we set the ground for a systematic operational study of intrinsic motivation by presenting a formal typology of possible computational approaches. This typology is partly based on existing computational models, but also presents new ways of conceptualizing intrinsic motivation. We argue that this kind of computational typology might be useful for opening new avenues for research both in psychology and developmental robotics.
Increasing reading comprehension and engagement through concept-oriented reading instruction.
- Journal of Educational Psychology,
, 2004
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Active learning of inverse models with intrinsically motivated goal exploration in robots
- ROBOTICS AND AUTONOMOUS SYSTEMS
, 2013
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Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy. The Academy of Management
- 123 Bus Psychol (2012) 27:71–81 81
, 2009
"... We examined the relationship between employee creativity and job performance. Furthermore, we identified two learning-related personal and situational variables—employee learning orientation and transformational leadership—and examined their effects on employee creativity through employee creative s ..."
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Cited by 39 (1 self)
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We examined the relationship between employee creativity and job performance. Furthermore, we identified two learning-related personal and situational variables—employee learning orientation and transformational leadership—and examined their effects on employee creativity through employee creative self-efficacy. We found that employee creativity was positively related to employee sales and to supervisor-rated employee job performance. Employee learning orientation and transformational leadership were positively related to employee creativity, and these relationships were mediated by employee creative self-efficacy. We discuss the implications of these findings for creativity theory and research, as well as for management practice. We would like to thank Song Chang for his research assistance and Rick Hackett and Crystal Farh for their valuable comments on an earlier version of this article. We are especially grateful to Debra Shapiro and the three anonymous reviewers for their constructive comments in the review process.
Where Do Rewards Come From?
"... Reinforcement learning has achieved broad and successful application in cognitive science in part because of its general formulation of the adaptive control problem as the maximization of a scalar reward function. The computational reinforcement learning framework is motivated by correspondences to ..."
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Cited by 37 (8 self)
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Reinforcement learning has achieved broad and successful application in cognitive science in part because of its general formulation of the adaptive control problem as the maximization of a scalar reward function. The computational reinforcement learning framework is motivated by correspondences to animal reward processes, but it leaves the source and nature of the rewards unspecified. This paper advances a general computational framework for reward that places it in an evolutionary context, formulating a notion of an optimal reward function given a fitness function and some distribution of environments. Novel results from computational experiments show how traditional notions of extrinsically and intrinsically motivated behaviors may emerge from such optimal reward functions. In the experiments these rewards are discovered through automated search rather than crafted by hand. The precise form of the optimal reward functions need not bear a direct relationship to the fitness function, but may nonetheless confer significant advantages over rewards based only on fitness.
Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis
- Journal of Educational Psychology
, 2007
"... The authors investigated students ’ profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes. Studies 1 and 2 performed on high school students revealed 3 profiles: (a) students with high levels of both contr ..."
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Cited by 36 (3 self)
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The authors investigated students ’ profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes. Studies 1 and 2 performed on high school students revealed 3 profiles: (a) students with high levels of both controlled motivation and amotivation but low levels of autonomous motivation, (b) students with high levels of both controlled and autonomous motivation but low levels of amotivation, and (c) students with moderate levels of both autonomous and controlled motivations but low levels of amotivation. These first 2 studies revealed that students in the high autonomous/high controlled group reported the highest degree of academic adjustment. Study 3 performed on college students revealed 3 profiles: (a) students with high levels of autonomous motivations but low levels of both controlled motivation and amotivation, (b) students with high levels of both autonomous and controlled motivation but low levels of amotivation, and (c) students with low to moderate levels of the various motivational components. Study 3 indicated that students in the autonomous group were more persistent than students in the other groups. Results are discussed in light of self-determination theory (E. L. Deci & R. M. Ryan, 1985).
Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion
, 2002
"... When motivating others during uninteresting activities, people typically use ex-trinsic contingencies that promote controlling forms of extrinsic motivation. In contrast, we investigated a motivational strategy that could support another per-son’s capacity to personally endorse and value the effort ..."
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Cited by 31 (5 self)
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When motivating others during uninteresting activities, people typically use ex-trinsic contingencies that promote controlling forms of extrinsic motivation. In contrast, we investigated a motivational strategy that could support another per-son’s capacity to personally endorse and value the effort he or she put forth during the uninteresting activity. That strategy is the provision of an externally provided rationale when communicated in an autonomy-supportive way. In two studies, we tested and found support for a motivational mediation model, based on self-determination theory, in which the presence of such a rationale (vs. its absence) adds to participants ’ identification with the task’s personal value which, in turn, explains participants ’ subsequent effort. These studies suggest that extrinsically motivated behaviors can become self-determined through the process of identi-fication and that the promotion of this identification experience depends on the presence of a rationale that is communicated in an autonomy-supportive way. KEY WORDS: internalization; identified regulation; extrinsic motivation; rationale; self-determination; autonomy support.
