Concrete reward increases children's mean ideational fluency on creativity tasks relative to control conditions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 1970 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? Both immediate and delayed penny-per-idea reward produced significantly more ideas than control conditions on creativity tasks. → Ward 1970

Evidence¶

Ward 1970¶

Ward, William C., Nathan Kogan, and Ethel Pankove. (1970). Motivation and Capacity in Children's Creativity. Research Bulletin. Educational Testing Service. https://eric.ed.gov/?id=ED045766

q3 · i? · causal · r2

Experiment with 191 fifth-grade children randomly assigned to Control, Immediate Reward, or Delayed Reward groups in Session 2; analysis of covariance on combined-task fluency showed "increased mean numbers of ideas relative to the Control group" with the printed F values.

"analysis of covariance yields an Fof 23.05 (df = 2,187) which is significant at the .001 level.Both Immediate and Delayed Reward result in increased mean numbers of ideas relative to the Control group (F = 38.92 and 28.28, respectively; df = 1,187 ;p<.001)"

Discussion¶

Related Claims¶

• Planned contingency-of-reinforcement designs can raise academic achievement above normal classroom levels across a wide range of children — the general claim this finding bears on, with the studies behind it

• Expected tangible rewards reduce later free-choice engagement with a rewarded task, while verbal praise does not — the general claim this finding bears on, with the studies behind it

• Rewarding only 'good' ideas in a final task produced no incentive effect, but this condition was confounded and excluded from the main analysis — related
• Reward effects hold across individual creativity tasks, with immediate reward significant on all four tasks and delayed reward on three — a narrower finding that bears on this claim
• Reward does not reduce the relation between baseline and rewarded creativity performance, supporting a capacity rather than motivational interpretation of individual differences — related
• Baseline performance differed by later treatment group for two tasks, with the delayed-reward group giving fewer baseline responses, while no sex or order effects emerged — related
• The creativity dimension appears strongly in lower-SES urban black fifth-grade children and shows little relation to IQ — related
• Peer response groups increase the number of idea units in English learners' writing but show no significant effect on composition quality or sentences written (Prater & Bermudez, 1993) — related
• Ideation training benefits transfer by domain: verbal training raised verbal and figural creativity, figural training only figural — related