Achieving reward and avoiding punishment are in essence two types of motivation and learning 

1) Interrogative goals- involve the exploration of our environment in search of a novel reward
- A positive outcome of interaction in the environment stimulate VTA-hippocampal synergy and will be processed in the brain as a reward due to the reduction of error-prediction signals, resulting from differences in one's neural perception signals and one's reference signals 

2) Imperative goals - involve the avoidance of punishment
- The process of learning to avoid such threats is based on connectivity between the amygdala and the cortical aspects of the medial temporal lobes (crucial for episodic and spatial memory)
- The absence of expected reward is also experienced as punishment, and results in an increase in prediction error signals 

Types of Motivation (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 

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

- 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


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 

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