The Neuroscientific Basis of Flow: Learning Progress Guides Task Engagement and Cognitive Control

• Main Authors: Lu, Hairong, van der Linden, Dimitri, Bakker, Arnold B
• Format: Journal Article
• Language: English
• Published: 10-09-2024
• Subjects: Quantitative Biology - Neurons and Cognition
• DOI: 10.48550/arxiv.2409.06592

People often strive for deep engagement in activities which is usually
associated with feelings of flow: a state of full task absorption accompanied
by a sense of control and fulfillment. The intrinsic factors driving such
engagement and facilitating subjective feelings of flow remain unclear.
Building on computational theories of intrinsic motivation, this study examines
how learning progress predicts engagement and directs cognitive control.
Results showed that task engagement, indicated by feelings of flow and
distractibility, is a function of learning progress. Electroencephalography
data further revealed that learning progress is associated with enhanced
proactive preparation (e.g., reduced pre-stimulus contingent negativity
variance and parietal alpha desynchronization) and improved feedback processing
(e.g., increased P3b amplitude and parietal alpha desynchronization). The
impact of learning progress on cognitive control is observed at the task-block
and goal-episode levels, but not at the trial level. This suggests that
learning progress shapes cognitive control over extended periods as progress
accumulates. These findings highlight the critical role of learning progress in
sustaining engagement and cognitive control in goal-directed behavior.