Effects of Reward and Familiarity of Reward Agent on Spontaneous Play in Preschoolers: A Field Study

Abstract

A field experiment was conducted with preschool children to test the effect of rewards on a familiar, spontaneous play activity, in conditions as close as possible to the children's natural school context, and to examine the role of familiarity of the person who administered rewards. In three experimental conditions, children were rewarded either by their own teacher or by an unknown adult for playing with toys at the school playground and stayed with either the teacher or the unknown adult in the remaining part of reward sessions. Spontaneous play was significantly reduced by the reward relative to baseline levels and recovered after a 3-wk. interval. However, no difference due to familiarity/unfamiliarity of reward agent could be found. Results, discussed in terms of an incentive contrast hypothesis, attest to the generality and external validity of the undermining effects of rewards.