Passage Ten
Psychologists take opposing views of how _1_ rewards, from warm praise to cold cash, affect motivation and creativity. Behaviourists, who study the relation between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive researchers, who study various aspects of _2_ life, 3 those rewards often destroy creativity by encouraging dependence on approval and gifts from others.
The latter view has gained many supporters, 4 among educators. But the careful use of small _5_ rewards sparks in grade-school children suggesting that properly presented inducements indeed _6_ inventiveness, according to a study in the June Journal of Personality and Social Psychology.
“If they know they’re working for a reward and can focus on a relatively _7_ task, they show the most creativity,” says Robert Eisenberger of the University of Delaware in Newark. “But it’s easy to kill creativity by giving rewards for poor performance or creating too much _8_ for rewards.”
A teacher who continually draws attention to rewards or who hands out high grades for 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 9 falling grades.
In earlier grades, the use of so-called _10_ economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.
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