Psychologists take contrastive views of how external rewards, from{{U}} (31) {{/U}}praise to cold cash, affect motivation and creativity. Behaviorists, {{U}}(32) {{/U}}research the relation{{U}} (33) {{/U}}actions and their consequences argue that rewards can improve performance at work and school. Cognitive researchers, who study various aspects of mental life, maintain{{U}} (34) {{/U}}rewards often destroy creativity{{U}} (35) {{/U}}encouraging dependence{{U}} (36) {{/U}}approval and gifts from others.
The latter view has gained many supporters, especially{{U}} (37) {{/U}}educators. But the careful use of small monetary rewards sparks{{U}} (38) {{/U}}in grade-school children, suggesting{{U}} (39) {{/U}}properly presented inducements indeed aid inventiveness, {{U}}(40) {{/U}}to a study in the June Journal of Personality and Social Psychology.
"If kids know they're working for a{{U}} (41) {{/U}}and can focus{{U}} (42) {{/U}}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{{U}} (43) {{/U}}performance or creating too{{U}} (44) {{/U}}anticipation for rewards."
A teacher{{U}} (45) {{/U}}continually draws attention to rewards or who hands{{U}} (46) {{/U}}high grades for ordinary achievement ends up{{U}} (47) {{/U}}discouraged students, Eisenberger holds. {{U}}(48) {{/U}}an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore failing{{U}} (49) {{/U}}.
In earlier grades, the use of se-called token economies, in{{U}} (50) {{/U}}students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.