Current models of behavioral performance are based on a cost/benefit analysis that ignores the impact of intrinsic motivation. Here we conceive intrinsic / extrinsic motivation as being driven by the value of the action itself (e.g., learning good stuff) / the value of the action outcome (e.g., getting a good mark). We propose that, unlike extrinsically motivated actions (for which the reward is delayed), intrinsically motivated actions (for which the reward is concomitant) may not require the exertion of effortful cognitive control.We developed a test where participants memorize and retrieve a series of novel information on specific topics. To measure intrinsic motivation, participants rate how interested they are in the different topics. To manipulate extrinsic motivation, memorization trials are split into training / exam conditions, for which retrieval scores have no impact / determine the financial payoff. Behavioral results showed that both intrinsic and extrinsic motivation significantly improved memorization performance, with a similar effect size. Performance was best fitted by an effort allocation model in which intrinsic motivation drives performance without requiring additional cognitive control. Neuroimaging results (fMRI) confirmed that extrinsically motivated performance boost was associated with the recruitment of a cognitive control brain region, in the right dorsolateral prefrontal cortex. By contrast, intrinsically motivated performance boost was associated with the activation of the ventromedial prefrontal cortex, a region associated both with default mode and positive valuation.Thus, capitalizing on intrinsic motivation might help students and patients to improve their performance without exhausting their resources.