Psychologists take opposite views of how external rewards, from warm praise to cold cash,
The【C1】______view had gained many supporters, especially among【C2】______. But the careful use of small monetary rewards【C3】______creativity in grade-school children,【C4】______that properly presented inducements indeed aid【C5】______, according to a【C6】______in the June Journal of Personality and Social Psychology.
"If kids know they're working for a reward and can【C7】______on a relatively challenging task,【C8】______show the most creativity," says Robert Eisenberger of the University of Delaware in Newark.
"But it's easy to【C9】______creativity by giving rewards for poor performance or【C10】______too much anticipation for rewards."
A teacher who【C11】______draws attention to rewards or who hands out high grades for ordinary achievement【C12】______up with uninspired students, Eisenberger holds.【C13】______an example of the latter point, he notes【C14】______efforts at major universities to【C15】______grading standards and【C16】______failing grades.
In earlier grades, the use of so-called token economies, in【C17】______students handle【C18】______problems and receive performance-based points toward valued rewards, shows【C19】______in raising effort and creativity, the Delaware psychologist【C20】______.
【C1】
A.latter
B.later
C.former
D.formal