{"id":1187802,"date":"2026-09-30T10:07:59","date_gmt":"2026-09-30T17:07:59","guid":{"rendered":"https:\/\/cm-edgetun.pages.dev\/en-us\/research\/?post_type=msr-research-item&#038;p=1187802"},"modified":"2026-09-30T10:08:00","modified_gmt":"2026-09-30T17:08:00","slug":"a-goal-centric-outlook-on-learning","status":"publish","type":"msr-research-item","link":"https:\/\/cm-edgetun.pages.dev\/en-us\/research\/publication\/a-goal-centric-outlook-on-learning\/","title":{"rendered":"A goal-centric outlook on learning"},"content":{"rendered":"\n\n\n<p class=\"wp-block-paragraph\">Goals play a central role in human cognition. However, computational theories of learning and decision-making often take goals as given. Here, we review key empirical findings showing that goals shape the representations of inputs, responses, and outcomes, such that setting a goal crucially influences the central aspects of any learning process: states, actions, and rewards. We thus argue that studying goal selection is essential to advance our understanding of learning. By following existing literature in framing goal selection within a hierarchy of decision-making problems, we synthesize important findings on the principles underlying goal value attribution and exploration strategies. Ultimately, we propose that a goal-centric perspective will help develop more complete accounts of learning in both biological and artificial agents.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Goals play a central role in human cognition. However, computational theories of learning and decision-making often take goals as given. Here, we review key empirical findings showing that goals shape the representations of inputs, responses, and outcomes, such that setting a goal crucially influences the central aspects of any learning process: states, actions, and rewards. 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