Abstract
Two studies involving 504 school children investigated why behaviorists and cognitively oriented investigators have come to opposite conclusions about reward's erects on creativity. A monetary reward for a high degree of divergent thought in 1 task (word construction) increased children's subsequent originality in a different task (picture drawing). The same reward, made contingent on a low degree of divergent thought, reduced this generalized originality. These effects were eliminated by using a large reward and were restored by keeping the large reward out of the children's sight. The results suggest that reward training increases generalized creativity when (a) a high degree of divergent thought is required and (b) the reward is presented in not too salient a fashion
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