導(dǎo)讀:
Psychologists take opposing views( 意為“持有相反的觀點(diǎn)”,即說明了心理學(xué)家們對(duì)于外在的獎(jiǎng)勵(lì)會(huì)怎樣影響一個(gè)人的動(dòng)力與創(chuàng)造力,持有截然不同的看法 ) 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 L)improve performance at work and school. Cognitive( 認(rèn)識(shí)派的 ) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on I)approval and gifts from others.
The latter view has gained many supporters, F)especially among educators. But the careful use of small J)monetary rewards speaks ( 意為“表示,表達(dá)”,在此應(yīng)理解為“刺激” ) creativity in grade school children, suggesting that properly presented inducements( 刺激 ) indeed G)aid 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 M)challenging task, they show the most creativity,” says Robert Eisenberger of the University of Delaware in Newark. “But it’s easy to C)kill 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 H)ordinary achievement ends up with uninspired students ( A teacher…uninspired students… 。 這是一個(gè)復(fù)雜的復(fù)合句。主句的主語是 Eisenberger , 謂語是 holds , 賓語是省略了 that 的從句,即是 A teacher ends up with uninspired students, 而由 or 連接的兩個(gè)由 who 引導(dǎo)的定語從句,則是都是用來修飾 A teacher ) , Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten ( 意為“拉緊”,但在此處應(yīng)理解為“嚴(yán)格” ) grading standards and N)restore 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 B)promise in raising efforts and creativity, the Delaware psychologist ( 值得就是 Robert Eisenberger , 因此可推知最后三段都是 Robert Eisenberger 在對(duì)文章開頭提出的兩種不同觀點(diǎn)進(jìn)行論述) claims.
全文翻譯:
心理學(xué)家們對(duì)于外在的獎(jiǎng)勵(lì)——從熱情的稱贊到冰冷冷的金錢刺激,會(huì)怎樣影響一個(gè)人的動(dòng)力與創(chuàng)造力,持有截然不同的看法。研究行為和結(jié)果之間關(guān)系的行為學(xué)家認(rèn)為:獎(jiǎng)勵(lì)能夠提高人們的工作和學(xué)習(xí)表現(xiàn)。研究各種精神生活方面的認(rèn)知派研究專家卻認(rèn)為:由于獎(jiǎng)勵(lì)助長了人們期望得到別人認(rèn)同的心理和對(duì)物質(zhì)獎(jiǎng)勵(lì)的依賴心理,往往會(huì)破壞創(chuàng)造力。
后一種觀點(diǎn)博得了很多人 , 特別是教育界人士的支持 . 然而據(jù) <個(gè)性和社會(huì)心理學(xué)期刊 >六月份刊載的一篇論文卻指出 : 謹(jǐn)慎地使用少量的金錢獎(jiǎng)勵(lì)會(huì)激發(fā)小學(xué)生的創(chuàng)造力 , 這表明適當(dāng)?shù)亟o予物質(zhì)刺激確實(shí)有助于激發(fā)創(chuàng)造力 .
“如果孩子們知道他們?cè)跒楂@得獎(jiǎng)勵(lì)而努力,而且能專注于較有挑戰(zhàn)性的任務(wù),他們就會(huì)表現(xiàn)出很大的創(chuàng)造力,”位于 Newark 的特拉華大學(xué)的羅伯特 . 艾森貝格說,“但是如果孩子表現(xiàn)不佳也給予獎(jiǎng)勵(lì),或是造成孩子對(duì)獎(jiǎng)勵(lì)過分期待,就很容易扼殺創(chuàng)造力!
艾森貝格認(rèn)為:一名教師如果總是把注意力放在獎(jiǎng)勵(lì)上,或是對(duì)于學(xué)生的一般表現(xiàn)也給高分,最終會(huì)扼殺學(xué)生們的靈感。作為后一種觀點(diǎn)的一個(gè)例證,艾森貝格指出,主要的幾所大學(xué)都在為盡力嚴(yán)格評(píng)分標(biāo)準(zhǔn)和恢復(fù)不及格分而不斷努力。
這位來自特拉華大學(xué)的心理學(xué)家認(rèn)為:在較低的年級(jí)里,實(shí)行所謂的獎(jiǎng)勵(lì)體系,即根據(jù)學(xué)生處理有挑戰(zhàn)性問題的表新給其判定分?jǐn)?shù),以決定學(xué)生能否得到有價(jià)值的獎(jiǎng)勵(lì)。這一有價(jià)值的獎(jiǎng)勵(lì)的標(biāo)準(zhǔn)機(jī)制在激發(fā)學(xué)生努力提高其創(chuàng)造力方面還是非常可取的。
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