Reward effects hold across individual creativity tasks, with immediate reward significant on all four tasks and delayed reward on three¶

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 a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? Per-task analyses showed nonsignificant slope effects but significant treatment effects for each task. → 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

Per-task analyses of covariance replicate the combined-task pattern: nonsignificant slopes and significant treatment effects, with "Immediate Reward gave significantly more ideas than did Control children on each of the four tasks".

"Analyses were also performed separately for each task, showing in each case a nonsignificant effect for slope (F < 1.97 ,df = 2,41) and a significant effect for treatments (F > 3.93,df = 2,44 ,p<.05).Children receiving Immediate Reward gave significantly more ideas than did Control children on each of the four tasks, while those receiving Delayed Reward did so on three of the tasks."

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

• 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
• Concrete reward increases children's mean ideational fluency on creativity tasks relative to control conditions — a broader claim this one bears on
• Reward does not reduce the relation between baseline and rewarded creativity performance, supporting a capacity rather than motivational interpretation of individual differences — related
• Rewarding only 'good' ideas in a final task produced no incentive effect, but this condition was confounded and excluded from the main analysis — related
• Ideation training benefits transfer by domain: verbal training raised verbal and figural creativity, figural training only figural — related