- Look at motivation with respect to learning and education through the lens of cognitive neuroscience 
- Present an alternative approach to SDT that is rooted in recent insights from the neurobiology of memory 
- Suggest that structuring learning and evaluation to diminish failure and increase repeated opportunities for successful performance may engender effective learning incorporating broad perspectives and rich associations


Syracuse University

Luria, E., Shalom, M., &amp; Levy, D. A. (2020). Cognitive neuroscience perspectives on motivation and learning: Revisiting self‐determination theory. Mind, Brain, and Education, 15(1), 5–17. https://doi.org/10.1111/mbe.12275 

Cognitive Neuroscience Perspectives on Motivation and Learning: Revisiting Self-Determination Theory

Goal of Study (CSDT)

Self-Determination theory maintains that learning succeeds when brought about my intrinsic motivation rather than controlled, and that extrinsic reward motivation cannot bring about effective learning 
- SDT has significantly guided educational policy and research 

What is SDT? (CSDT)

Suggests that reward-related interrogative goals support the formation of rich, relational memories that may later be more readily recalled, whereas punishment avoidance-related imperative goals support feature-focused, item-based memories that may support decisive action, but may later only be expressed as feeling of familiarity 
- Argues for an explanation of motivation that characterizes it from the perspective of types and brain systems they recruit 
- Differs from SDT
- Based on a neurobehavioral model of motivational influence on MTL-dependent memory 

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