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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 __1__
performance at work and school. Cognitive(认识派的) researchers, who study various
aspects of mental life, maintain that rewards often destroy creativity by
encouraging dependence on __2__ and gifts from others.
The latter view has gained many supporters, __3__ among educators. But the
careful use of small __4__ rewards speaks creativity in grade school children,
suggesting that properly presented inducements(刺激) indeed __5__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
__6__ task, they show the most creativity,” says Robert Eisenberger of the
University of Delaware in Newark. “But it’s easy to __7__ 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 __8__ achievement ends uPwith uninspired students, Eisenberger holds.
As an example of the latter point, he notes growing efforts at major
universities to tighten grading standards and __9__ 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 __10__ in raising efforts and creativity, the Delaware
psychologist claims.
[A]mental
[B]promise
[C]kill
[D]avoid
[E]hope
[F]especially
[G]aid
[H]ordinary
[I]approval
[J]monetary
[K]generally
[L]improve
[M]challenging
[N]restore
[O]excellent
参考答案：
1.L
2.I
3.F
4.J
5.G
6.M
7.C
8.H
9.N
10.B |
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发表于 2017-2-16 19:38:07