conditioning in school is not appropriate

• is this for or against?

  against
• what do some educational approaches believe?

  rewards & punishments of conditioning techniques are harmful to a child's development & interfere with child's internal desires to learn
• what does conducted research support?

  criticism
• who were asked to draw nice pictures?

  nursery children
• when children promised a reward, what happened?

  spent half as long drawing than children who weren't promised a reward
• what does the nursery children drawing findings suggest?

  children's own intrinsic motivation had been destroyed by the expectation of extrinsic rewards
• what is a similar critical issue?

  how rewards may create learned helplessness
• what is some research that shows learned helplessness?

  Dweck (1975)
• what did Dweck find?

  children who were praised for doing good work on maths test performed worse on later more difficult tests than children who were told they were lazy
• what had the group who were told they were lazy learnt?

  task persistence whereas the 'praised group' gave up easily
• what does Dweck's findings show?

  rewards do not always lead to better performance
• what is some wider reading for this argument?

  Japan vs UK grade attainment
• what is the Japan vs UK grade attainment?

  an article in the guardian stated in Japan 85% study maths after 16 while in UK only 14% do
• what aren't used as frequently in schools of different cultures?

  reward systems
• what are rarely used in Japan?

  praise & reward systems - but children are extrinsically motivated
• what does the lack of reward systems in Japan show?

  benefits of abstaining from too much positive reinforcement as it creates indivs who are less prepared for a society outside of education where desirable behaviours will not always be praised with reward