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Psychologiststakeopposingviewsofhowexternalrewards,fromwarmpraisetocoldcash,affectmot...
Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, 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 mental life, maintain that rewards often destroy creativity by encouraging dependence on approval and gifts from others.
The latter view has gained many supporters, especially among educators. But the careful use of small monetary rewards sparks creativity in grade school children, suggesting that properly presented inducements indeed aid inventiveness, according to a study in the June Journal of Personality and Social Psychology.
“If kids know they're working for a reward and can focus on a relatively challenging 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 anticipation 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 restore failing grades.
In earlier grades, the use of so-called token 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. 展开
The latter view has gained many supporters, especially among educators. But the careful use of small monetary rewards sparks creativity in grade school children, suggesting that properly presented inducements indeed aid inventiveness, according to a study in the June Journal of Personality and Social Psychology.
“If kids know they're working for a reward and can focus on a relatively challenging 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 anticipation 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 restore failing grades.
In earlier grades, the use of so-called token 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. 展开
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心理学家对于外部的奖励如何影响积极性以及创造力持有不同的看法，这些奖励包括从热心的鼓励到冰冷的金钱奖励等方式。研究行为与行为结果关系的行为学家认为奖励措施可以改善人在工作和学校的表现。认知研究学者通过对精神生活方面的种种研究，得出奖励往往会使人对他人的赞许和奖励产生依赖，从而摧毁人的创造力。
最后一种观点得到了很多人，尤其是教育工作者的支持。但是，根据六月份《人格和社会心理学》期刊上的一则调查，适当使用小额金钱奖励在中小学生中显示出了对创造力的增进，同时表明合理的奖励确实对促进创造力有所帮助。
“如果孩子们知道他们为奖励在努力，并且他们能够集中精力在一个具有相对挑战性的任务时，他们就能发挥出最大的创造力，”地处纽瓦克的特拉华大学的罗伯特•艾森伯格说。“但是，如果孩子们表现不好的时候还能得到奖励或者只是为了得到奖励而付出努力的时候，那就必然会扼杀他们的创造力。”
艾森伯格认为，如果一个老师只注重给予奖励或者给平淡无奇的表现很高的分数的话，最终只会教出没有创造力的学生。为证明最后的观点，他举例说，现在很多的大学都在努力去提高打分标准，重设及格分数。
特拉华的心理学家称，在早期的学习生活中，所谓的象征性酬赏制的运用，表现了在提升成就和创造力方面的作用，使得学生能处理具有挑战性的问题，并且得到一定的基于表现而定的奖励。
最后一种观点得到了很多人，尤其是教育工作者的支持。但是，根据六月份《人格和社会心理学》期刊上的一则调查，适当使用小额金钱奖励在中小学生中显示出了对创造力的增进，同时表明合理的奖励确实对促进创造力有所帮助。
“如果孩子们知道他们为奖励在努力，并且他们能够集中精力在一个具有相对挑战性的任务时，他们就能发挥出最大的创造力，”地处纽瓦克的特拉华大学的罗伯特•艾森伯格说。“但是，如果孩子们表现不好的时候还能得到奖励或者只是为了得到奖励而付出努力的时候，那就必然会扼杀他们的创造力。”
艾森伯格认为，如果一个老师只注重给予奖励或者给平淡无奇的表现很高的分数的话，最终只会教出没有创造力的学生。为证明最后的观点，他举例说，现在很多的大学都在努力去提高打分标准，重设及格分数。
特拉华的心理学家称，在早期的学习生活中，所谓的象征性酬赏制的运用，表现了在提升成就和创造力方面的作用，使得学生能处理具有挑战性的问题，并且得到一定的基于表现而定的奖励。
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