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psychologists take opposing views 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 __1__ performance at work and school. cognitive(認識派的) researchers，who study various aspects of mental life，maintain that rewards often destroy creativity by encouraging dependence on __2__ and gifts from others.
the latter view has gained many supporters， __3__ among educators. but the careful use of small __4__ rewards speaks creativity in grade school children，suggesting that properly presented inducements(刺激) indeed __5__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 __6__ task， they show the most creativity，”says robert eisenberger of the university of delaware in newark. “but it’s easy to __7__ 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 __8__ achievement ends upwith uninspired students，eisenberger holds. as an example of the latter point，he notes growing efforts at major universities to tighten grading standards and __9__ 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 __10__ in raising efforts and creativity，the delaware psychologist claims.
a)mental b)promise c)kill d)avoid
e)hope f)especially g)aid h)ordinary i)approval j)monetary k)generally l)improve m)challenging n)restore o)excellent
1. l2. i3. f4. j5. g
6. m7. c8. h9. n10. b
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