Against

• Evidence 1:

  • Rewards do not always lead to increase performance
  • Dweck found that children praised for doing well did worse later on as they gave up easily
• Evidence 2:

  • Incentive programmes do not always offer best return in investment - posed as harmful or opposite effect on behaviour
  • Lepper: In nursery children who were praised put in less effort

  THEREFORE: some individuals might become dependent on rewards
• Evidence 3:

  • Culture differences
  • Lewis: Observations in Japanese schools and found use of rewards rarely used = intrinsic motivation
  • System on its own is not enough and depends on teachers ability

  THEREFORE: teachers need to be culturally sensitive when applying conditioning techinques