Psychologists take opposing views of how external rewards, from warm praise to cold cash,affect motivation and creativity. Behaviorists, who study the relation between actions and theirconsequences, argue that rewards can __1__ performance at work and school. Cognitive( 認(rèn)識(shí)派的 ) researchers, who study various aspects of mental life, maintain that rewards often destroycreativity by encouraging dependence on __2__ and gifts from others.

　　The latter view has gained many supporters, __3__ among educators. But the careful use ofsmall __4__ rewards speaks creativity in grade school children, suggesting that properly presentedinducements( 刺激 ) indeed __5__inventiveness, according to a study in the June Journal ofPersonality and Social Psychology.

　　“If kids know they’re working for a reward and can focus on a relatively __6__ task, they showthe most creativity,” says Robert Eisenberger of the University of Delaware in Newark. “But it’seasy to __7__ creativity by giving rewards for poor performance or creating too muchanticipation for rewards.

　　A teacher who continually draws attention to rewards or who hands our high grades for __8__achievement ends uPwith uninspired students, Eisenberger holds. As an example of the latterpoint, he notes growing efforts at major universities to tighten grading standards and __9__ failinggrades.

　　In early grades, the use of so-called token economies, in which students handle challengingproblems and receive performance-based points to ward valued rewards, shows __10__ in raisingefforts and creativity, the Delaware psychologist claims.

　　A)mental

　　B)promise

　　C)kill

　　D)avoid

　　E)hope

　　F)especially

　　G)aid

　　H)ordinary

　　I)approval

　　J)monetary

　　K)generally

　　L)improve

　　M)challenging

　　N)restore

　　O)excellent

　　參考答案：

　　1. L

　　2. I

　　3. F

　　4. J

　　5. G

　　6. M

　　7. C

　　8. H

　　9. N

　　10. B