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

Abstract

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.