REWARDS
The Use of Rewards in EducationWhat Would You Do for a
?By Amy Taylor, Beth Koziol, & Kristin Hoffmann
1BehaviorismUsing Positive Reinforcement to Shape Behavior
7GlossaryOverjustification Hypothesis - person loses personal
motivation and justification for doing a task because of an
external factor that gives more justification than necessary
Pop Behaviorism popular form of behaviorism in which people are
rewarded for what they do. Do this and youll get that.
Reinforcement - the effect of a reinforcer; an increase in the
probability of a response reoccurring
Reward a desired object or event made conditional on having
fulfilled some criterion: only if you do this will you get
that.
Vertical Relationship an association between teacher and
student
42The Rewards Controversy Since the 1960s, motivating students
through the use of rewards has been standard practice. But
cognitive psychologists studying the interaction between rewards
and motivation see the use of rewards in education as a more
insidious practice. Despite 30 years of research arguing for
caution when using rewards to motivate students, the educational
system still subscribes to the behaviorist model of positive
reinforcement. Do you think motivating students with rewards is a
good thing? View the rest of the slides and make up your own
mind.
5Competing Theories in Rewards Research
6All Rewards are Evil!!!
Alfie Kohn Fights Back!
25GlossaryBehaviorism - observable aspects of behavior
Classical Conditioning - organisms have no control over a
situation
Cognitive Evaluation Theory - all rewards have the potential to
control and the potential to inform
Conditioning - association formed between a stimulus and
response
Extinction - the gradual disappearance of a learned response
with the reinforcer is removed.
40Theory of Behaviorism and EducationBehaviorism developed from
research on learningLearners are subject to conditioning by their
environment (There are two types of conditioning.)Early
behaviorists were: Watson, Pavlov, and Skinner There is no place in
the scientific analysis of behavior for a mind or self. (Skinner,
1990).
8Table of ContentsGraphic Organizer: Competing
TheoriesBehaviorismSkinnerReaction to RewardsLepperDeci and
RyanCameron and PierceAlfie KohnGlossaryReferences
3Reaction to the BehavioristsCould Positive Reinforcement Via
Rewards Be Doing More Harm Than Good?
15Studies of: Mark Lepper Edward Deci Mark Ryan Judy Cameron W.
David Pierce Alfie Kohn
16An old man was bothered by kids playing ball and yelling every
day in an empty lot next to his house. He knew he couldnt just
chase them away. So,he offered each one of them 25 cents to play
and yell real loud. They always played there anyway and the
addition of money was great, so they did. He did the same thing the
next day and the day after that, urging them to make a lot of
noise. The kids were delighted. On the fourth day, however, the old
man told them he was sorry but he could only pay them 15 cents.
They grumbled but did it anyhow. The fifth day, he told them he
could only pay 5 cents. The kids left and never came back!
http://mentalhelp.net/psyhelp/chap4/chap4q.htm
18Now do you see why the kids quit playing ball when the old man
began paying them?The act of paying the kids overjustified the
reason they were playing ball in the empty lot in the first place.
The kids forgot that their original justification was that they
enjoyed playing ball and making noise. They began to think that
they played ball and made noise for the money, so when the
extrinsic reward (the money) got too small they could not justify
their play anymore.
19Edward Deci and Mark Ryans Cognitive Evaluation Theory: All
Rewards Have Two Potential PurposesII. Potential to Control Can
Decrease Intrinsic Motivation A tangible reward is given for merely
completing a task. Student may believe the teacher is trying to
control their behavior with the reward. Student may believe that
their primary motivation for doing the task is the reward. When
reward is removed, intrinsic motivation diminishes, especially for
tasks the student wasnt intrinsically motivated to do in the first
place.When autonomy is taken away, motivation decreases.
Deci & Ryan 2000
21According to Cognitive Evaluation Theory what is the purpose
of the reward in this scenario?Michael isnt a great student but he
does okay. One wouldnt describe him as outgoing, but hes certainly
not shy. Hes not a star athlete either. Michael is the type of
student who often goes unnoticed by most teachers, but not by Erin
Green, his English teacher. Ms. Green saw Michael stick up for a
girl in his class who was being teased by some of the more popular
girls. That night, Ms. Green called Michaels parents to tell them
how proud she was of Michaels actions at school that day. This is
not uncommon for Ms. Green. She makes a point of calling parents at
least three times per week to tell them something positive about
their child.
22If you said to inform you are correct!You get a Rewards that
are contingent upon performance convey information which can
increase motivation.These rewards must give the student a feeling
of competence and the student must attribute the success to
himself/herself.Verbal praise, if it is specific, informative and
contingent upon performance can strengthen intrinsic
interest.Students already must have intrinsic interest in the
activity. (Michael was self-motivated to help the girl in his
class.)
!Deci, Valelrand, Pelletier, & Ryan, 1991Deci & Ryan,
1985
23Alfie KohnRewards Should Not Be GivenPop behaviorism is
dehumanizing and demeaning. Society believes that it is right to
reward people for what they do. Rewarding children is like training
a family pet.
Rewards are given in order to control. They control through
seduction, rather than force. Rewards are typically used to induce
or pressure people to do things they would not freely do. (Deci
& Ryan, 1985)
26Alfie KohnRewards Should Not Be GivenRewards speak the wrong
language. Rewards say, learning is something done in order to
receive a prize. Rewards dont say, learning is intrinsically
valuable.
Rewards do not produce lasting change. The change does not
remain once the goodies are gone. (Alan Kazdins token economy
study, 1972)
http://seamonkey.ed.asu.edu/~jimbo/RIBARY_Folder/problems.htm
27Alfie KohnRewards Should Not Be GivenGiving praise does not
improve student achievement, behavior, or self-esteem.
If students receive praise for easy tasks, they may interpret it
as meaning they are not smart.
Praising students for their accomplishments may put pressure on
them to always perform well. This pressure can cause students to
become self-conscious and afraid of failure.
Students who become dependent on their teachers praise may avoid
more difficult tasks, fearful that they will not meet their
teachers expectations.
Five Reasons Rewards FailRewards punish If a student does not
receive a reward they were hoping to get, it is a form of
punishment. Threatening to withhold or withdraw a reward is
identical to threatening to use punishment.Example:Mr. Sphere tells
his students that those who receive a 100% on their spelling test
tomorrow will get an additional 20 minutes of recess. That evening
Johnny really studied his words. His mom even gave him a practice
test. The next day Johnny took the test, but he misspelled one
word. He had to sit in the classroom while the others played
outside. If you were Johnny, how would you have felt?
29Five Reasons Rewards FailRewards disrupt horizontal
relationships and vertical relationships - Rewards do not encourage
students to work together or to feel a sense of community in the
classroom. Of all the ways by which people are led to seek rewards,
I believe the most destructive possible arrangement is to limit the
number that are available. (Kohn, 1993)
Example:Ms. Cube announces to the class that the student with
the highest math quiz scores during the second semester will
receive a big block Hersheys milk chocolate candy bar. If you were
a student in Ms. Cubes class, would you be willing to help your
classmates solve math problems? How would you feel towards Ms.
Cube, realizing that even if your quiz average is an A, you still
might not receive the reward?
30Five Reasons Rewards FailRewards do not ask why? Rewards do
not get to the root of why problems start in the first place. Some
people use rewards because they are impatient for results, however
fleeting or superficial: their attention is focused on the bottom
line and they dont particularly care about the deeper issues.
(Kohn, 1993)
Example:Kim does not turn in her daily homework. Her teacher,
Ms. Cylinder, tells Kim that she will award her with a sticker
every time she returns her assignments. When Kim receives 15
stickers, she will receive a special prize. Days pass and Kim still
does not complete her work. Ms. Cylinder gives up on the reward
system. Unfortunately, the teacher never asked Kim why completing
homework was such a struggle. If Ms. Cylinder had known that Kim
had to spend her evenings caring for her sick mother, she could
have modified her assignments. The unattained prize makes Kim feel
like she is a failure.
31Five Reasons Rewards FailRewards do not promote risk-taking
When we are working for a reward, we do exactly what is necessary
to get it and no more. Risks are to be avoided whenever possible
because the objective is not to engage in open-ended encounter with
ideas; it is simply to get the goody. (Kohn, 1993)
Example:Amys school is having a reading contest. If all the
students read 2,000 books, the principal will reward them with a
day of food, games, and other activities on the soccer field. Amy
wants to read as many books as she can. Do you think Amy will read
easy reader books or long, challenging novels?
32Five Reasons Rewards FailRewards decrease interest &
intrinsic motivation Anything presented as a prerequisite for
something else that is, as a means toward some other end comes to
be seen as less desirable. The recipient of the reward figures, If
they have to bribe me to do this, it must be something I wouldnt
want to do. (Kohn,
1993)http://amadeus.management.mcgill.ca/~mark.mortensen/orgweb/summaries/mse/content/Lepper+et_al.html
(Lepper, 1982)
Example:Mr. Pyramid told his class that for every book report a
student turned in, they would receive a prize from his treasure
chest. Kristin completed only one book report. Why do you think she
lost motivation?
33Alfies Suggestions For Teachers Who Feel They Must Reward
Offer fewer and smaller rewards. Give them out privately dont make
a fuss.
Give surprise rewards dont tell students in advance.
Rewards should not be turned into a contest.
Make rewards as similar as possible to the task, i.e., give a
book as a reward for reading a book
Include students in the decision-making process, i.e., type of
reward, criteria, etc.
Rewards should not be used as a way to motivate students.
34Alfies Suggestions For Teachers Who Feel They Must
RewardInstead of praising students, praise what students do. Be
specific with praise focus on parts of the product, not the product
in general.
Praise genuinely avoid using praise to manipulate or control.
Give praise privately avoid setting up competition by comparing one
to another.Lets see what you know NOW!If a student stops doing his
homework after the teacher no longer gives candy bars for
completion this behavior is called conditioning. True False
2.BF Skinner was against the use of any kind of reinforcer or
reward. True False
3.BF Skinner and Alfie Kohn are on opposite sides of the
controversy of using rewards. True False
4.Behaviorists believe that learners are subject to conditioning
by their environment. True False
36How ya doing?5.The theory of cognitive evaluation states that
a reward given for a task the student already enjoys overjustifies
the reasons for their participation. True False
6.According to Deci and Ryan, all rewards have two components:
potential to control and potential to inform. True FalseExtrinsic
motivation is the desire to engage in a task for its own sake with
no recognizable reward. True FalseAlfie Kohn feels rewards stifle
intrinsic motivation. True False
37Youre Almost Finished!According to Alfie Kohn, rewards help to
understand the reason behind the problem.True False10.Kohn feels
rewards encourage collaboration among students.True False11.Kohn
states that teachers should not tell students about rewards before
they are given. True FalseStudies have shown that rewards encourage
students to take chances and think creatively.True False
38Teacher TipsRewards should never be given for mere
participation in a task.Rewards should always be contingent upon
achievement.Praise should always be specific, informative and
contingent upon performance.Rewards should be meaningful.Rewards
should not be presented on only one occasion (when trying to shape
behavior).Use the smallest reward that will reinforce behavior.Keep
reward systems simple.
39ReferencesKohn, A. (1993). Punished By Rewards. New York:
Houghton Mifflin Co. Lefrancois, (1983). Learning in Psychology
(pp. 151-179). Wadsworth Publishing Co.Lepper, M. R. (1988).
Motivational considerations in the study of instruction. Cognition
and instruction 5(4), 289-309.Lieberman, D. (1993). Reinforcement
in Learning. Belmont, CA : Wadsworth.Pintrich, P. R., & Schunk
D. H. (2001) Motivation in education: Theory, research and
applications (2nd ed.). Upper Saddle River, NJ: Merrill Prentice
Hall.Robinson, J. (1998). To Reward?...or Not to Reward? American
Journal of Health Promotion, 13(1), 1-3.Ryan, R. M., & Deci, E.
L. (1999). Intrinsic and extrinsic motivations: classic definitions
and new directions. Contemporary Educational Psychology, 25,
54-67.Skinner, B.F. Can psychology be a science of mind? American
Psychology, 45:1209.Quotes from:
http://en.thinkexist.com/quotes/b._f._skinner/
44
45Do you think this is a good example of verbal praise?
(Youre a genius!)
