ERIC Number: EJ1027457
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: N/A
Motivated by Meaning: Testing the Effect of Knowledge-Infused Rewards on Preschoolers' Persistence
Alvarez, Aubry L.; Booth, Amy E.
Child Development, v85 n2 p783-791 Mar-Apr 2014
Research and theory suggest that young children are highly attuned to causality. This study explores whether this drive can motivate task engagement. Fifty-six 3- and 4-year-olds completed a motor task as many times as desired, viewing a picture of a novel item upon each completion. Forty-two randomly assigned children then received either: (a) causally rich information regarding the item, (b) causally weak information regarding the item, or (c) a tangible reward. The remaining 14 children participated in a baseline condition featuring no rewards. Preschoolers completed more trials when rewarded with causally rich than causally weak information, or when given no reward. Children also trended toward lengthier persistence in the causally rich than the tangible reward condition. Implications for theory and educational practice are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Authoring Institution: N/A