Between Frustration and Elation: Sense of Control Regulates the lntrinsic Motivation for Motor Learning

Frustration has been generally viewed in a negative light and its potential role in learning neglected. We propose a new approach to intrinsically motivated learning where frustration is a key factor that allows to dynamically balance exploration and exploitation. Moreover, based on the result obtained from our experiment with older infants, we propose that a temporary decrease in learning from negative feedback can also be beneficial in fine-tuning a newly learned behavior. We suggest that this temporal indifference to the outcome of an action may be related to the sense of control, and results from the state of elation, that is the experience of overcoming a very difficult task after prolonged frustration. Our preliminary simulation results serve as a proof-of-concept for our approach.