Rewarding only 'good' ideas in a final task produced no incentive effect, but this condition was confounded and excluded from the main analysis¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
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¶

q2 i? No incentive effect was found when pennies were offered for good rather than all ideas, though the condition was confounded with the main manipulation. → 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

q2 · i? · causal · r2

Footnote describing a final-task condition in which reward was contingent on "good" ideas; the null comparison with Control children is reported but the authors exclude it as confounded with the main incentive manipulation.

"In the final task subjects in the Immediate and Delayed Reward groups were offered pennies for "good" ideas.No incentive effect was found in this condition when rewarded groups were compared with Control children; however, this treatment was confounded with the major incentive manipulation described and will not be considered further."

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
• Concrete reward increases children's mean ideational fluency on creativity tasks relative to control conditions — related
• Expected tangible rewards reduce later free-choice engagement with a rewarded task, while verbal praise does not — related
• Reward effects hold across individual creativity tasks, with immediate reward significant on all four tasks and delayed reward on three — related
• Children's confidence in experimental conclusions increased after training and was higher for unconfounded than confounded experiments, with no training-condition differences — related
• Ideation training benefits transfer by domain: verbal training raised verbal and figural creativity, figural training only figural — related