The Value of Learning and Cognitive Control Allocation

Current models of cognitive control address selection among tasks in terms of a cost-benefit tradeoff. Importantly, they usually assume a fixed level of competence for each candidate task when estimating its value. However, performing a task can improve competence through learning, which should be factored into estimates of future value. Here, we consider an extension of the Expected Value of Control (EVC) theory that includes such estimates. We demonstrate that control allocation is a function of task learnability, and show the use of this model by generating novel predictions in cognitive effort discounting tasks. We argue that the value of learning in control allocation may account for the seemingly paradoxical finding that sometimes participants prefer more difficult (i.e. costly) tasks, and discuss how the model can be leveraged to further our understanding of human decision making and cognitive impairments.