Evidence of a detrimental effect of extrinsic incentives on breaking a mental set.
Evidence of a detrimental effect of extrinsic incentives on breaking a mental set.
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DOI：
10.1016/0022-1031(79)90039-8
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发表时间：
1979-05
影响因子：
3.5
通讯作者：
K. McGraw;J. C. McCullers
中科院分区：
文献类型：
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作者：
K. McGraw;J. C. McCullers
大学生们要么得到奖励（1.5美元），要么没有解决一系列的10个水罐问题。其中前9个是为了建立一个相对复杂的三罐溶液（B − A − 2C）而设计的。第十个问题是一个打破常规的问题，要求被试找到一个简单的（A-C）解决方案。因此，解决这两类问题（问题1至9和问题10）所需的心理活动是不同的，一个兴趣是看看奖励是否会对这两类问题的表现有害。事实并非如此。仅在问题10上获得了有效的奖励组表现。这一结果并不是由于组间数学能力的差异造成的，而是考虑并忽视了检查答案所需时间差异或对表现质量的担忧方面的解释。内在利益的措施（受试者的评价任务和志愿者为未来的研究的措施）未能支持的信念，利益的差异占性能差异。
College students were either rewarded ($1.50) or not for solving a series of 10 water-jar problems. The first 9 of these were designed to establish a set for a relatively complicated, three-jar solution (B − A − 2C). The 10th problem was a set breaker which required that subjects discover a simple (A-C) solution. The mental activities needed to produce a solution to the two types of problems (Problems 1 to 9 and Problem 10) were, therefore, different and one interest was in seeing whether reward would be detrimental for performance on both types of problems. It was not. Poorer reward group performance was obtained only on Problem 10. This result was not due to between-group differences in mathematical ability, and explanations in terms of differences in time taken to check answers or concern over quality of performance were considered and discounted. Measures of intrinsic interest (subject evaluations of the task and a measure of willingness to volunteer for future research) failed to support the belief that interest differences account for performance differences.