The latter view has gained many supporters, F)especially among educators. But the careful use of small J)monetary rewards speaks creativity in grade school children, suggesting that properly presented inducements indeed G)aid inventiveness, according to a study in the June Journal of Personality and Social Psychology.
If kids know theyre working for a reward and can focus on a relatively M)challenging task, they show the most creativity, says Robert Eisenberger of the University of Delaware in Newark. But its easy to C)kill creativity by giving rewards for poor performance or creating too much anticipation for rewards.
A teacher who continually draws attention to rewards or who hands our high grades for H)ordinary achievement ends up with uninspired students , Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and N)restore failing grades.
In early grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points to ward valued rewards, shows B)promise in raising efforts and creativity, the Delaware psychologist claims.
全文翻译:
心理学家们对于外在的奖励从热情的称赞到冰冷冷的金钱刺激,会怎样影响一个人的动力与创造力,持有截然不同的看法。研究行为和结果之间关系的行为学家认为:奖励能够提高人们的工作和学习表现。研究各种精神生活方面的认知派研究专家却认为:由于奖励助长了人们期望得到别人认同的心理和对物质奖励的依赖心理,往往会破坏创造力。
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