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Peter Bromberg

Peter Bromberg's Public Library

Mar 22, 15

"The TPN is important for problem solving, focusing of attention, making decisions, and control of action. The DMN plays a central role in emotional self-awareness, social cognition, and ethical decision making. It is also strongly linked to creativity and openness to new ideas. Because activation of the TPN tends to suppress activity in the DMN, an over-emphasis on task-oriented leadership may prove deleterious to social and emotional aspects of leadership. Similarly, an overemphasis on the DMN would result in difficulty focusing attention, making decisions, and solving known problems. "

Mar 22, 15

"While sympathetic-associated regions predominate in executive- and salience-processing networks, parasympathetic regions predominate in the default mode network. "

Mar 21, 15

What it did correlate with was the strength of a person’s group identity. “The more an individual’s team affiliation resonated for them, the less empathy they were likely to express for members of the rival team,” he says. “Even in this contrived setting, something as inconsequential as a computer game was enough to generate a measurable gap.”
All three of these outliers, it turned out, were Israeli peace activists. In a scatter plot of the study’s results, in which blue dots represented the Israeli subjects and red dots represented the Palestinian ones, the peace activists stood out: three specks of blue in a quadrant of red.
He reasoned that something somewhere in their lives had overridden their implicit biases and moved them to behave with greater empathy toward the minority group. He wanted to know what that something was. “If we could figure out how it happens,” he said, “maybe we could harness it somehow.”

Mar 12, 15

"How Rewards Can Backfire and Reduce Motivation

Surely one of the best ways to generate motivation in ourselves and others is by dangling rewards?

Yet psychologists have long known that rewards are overrated. The carrot, of carrot-and-stick fame, is not as effective as we’ve been led to believe. Rewards work under some circumstances but sometimes they backfire. Spectacularly.

Here is a story about preschool children with much to teach all ages about the strange effects that rewards have on our motivation.
It’s child’s play

Psychologists Mark R. Lepper and David Greene from Stanford and the University of Michigan were interested in testing what is known as the ‘overjustification’ hypothesis—about which, more later (Lepper et al., 1973).

Since parents so often use rewards as motivators for children they recruited fifty-one preschoolers aged between 3 and 4. All the children selected for the study were interested in drawing. It was crucial that they already liked drawing because Lepper and Greene wanted to see what effect rewards would have when children were already fond of the activity.


The children were then randomly assigned to one of the following conditions:

Expected reward. In this condition children were told they would get a certificate with a gold seal and ribbon if they took part.
Surprise reward. In this condition children would receive the same reward as above but, crucially, weren’t told about it until after the drawing activity was finished.
No reward. Children in this condition expected no reward, and didn’t receive one.

Each child was invited into a separate room to draw for 6 minutes then afterwards either given their reward or not depending on the condition. Then, over the next few days, the children were watched through one-way mirrors to see how much they would continue drawing of their own accord. The graph below shows the percentage of time they spent drawing by experimental condition:


As you can see the expected reward had decreased the amount of spontaneous interest the children took in drawing (and there was no statistically significant difference between the no reward and surprise reward group). So, those who had previously liked drawing were less motivated once they expected to be rewarded for the activity. In fact the expected reward reduced the amount of spontaneous drawing the children did by half. Not only this, but judges rated the pictures drawn by the children expecting a reward as less aesthetically pleasing.
Rewards reduce intrinsic motivation

It’s not only children who display this kind of reaction to rewards, though, subsequent studies have shown a similar effect in all sorts of different populations, many of them grown-ups. In one study smokers who were rewarded for their efforts to quit did better at first but after three months fared worse than those given no rewards and no feedback (Curry et al., 1990). Indeed those given rewards even lied more about the amount they were smoking.

Reviewing 128 studies on the effects of rewards Deci et al. (1999, p. 658) concluded that:

“tangible rewards tend to have a substantially negative effect on intrinsic motivation (…) Even when tangible rewards are offered as indicators of good performance, they typically decrease intrinsic motivation for interesting activities.”

Rewards have even been found to make people less creative and worse at problem-solving.

So, what’s going on? The key to understanding these behaviours lies in the difference between intrinsic and extrinsic motivation. When we do something for its own sake, because we enjoy it or because it fills some deep-seated desire, we are intrinsically motivated. On the other hand when we do something because we receive some reward, like a certificate or money, this is extrinsic motivation.


The children were chosen in the first instance because they already liked drawing and they were already intrinsically motivated to draw. It was pleasurable, they were good at it and they got something out of it that fed their souls. Then some of them got a reward for drawing and their motivation changed.

Before they had been drawing because they enjoyed it, but now it seemed as though they were drawing for the reward. What they had been motivated to do intrinsically, they were now being given an external, extrinsic motivation for. This provided too much justification for what they were doing and so, paradoxically, afterwards they drew less.

This is the overjustification hypothesis for which Lepper and Greene were searching and although it seems like backwards thinking, it’s typical of the way the mind sometimes works. We don’t just work ‘forwards’ from our attitudes and preferences to our actions, we also work ‘backwards’, working out what our attitudes and preferences must be based on our current situation, feelings or actions (see also: cognitive dissonance).
When money makes play into work

Not only this but rewards are dangerous for another reason: because they remind us of obligations, of being made to do things we don’t want to do. Children are given rewards for eating all their food, doing their homework or tidying their bedrooms. So rewards become associated with painful activities that we don’t want to do. The same goes for grown-ups: money becomes associated with work and work can be dull, tedious and painful. So when we get paid for something we automatically assume that the task is dull, tedious and painful—even when it isn’t.

This is why play can become work when we get paid. The person who previously enjoyed painting pictures, weaving baskets, playing the cello or even writing blog posts, suddenly finds the task tedious once money has become involved.

Yes, sometimes rewards do work, especially if people really don’t want to do something. But when tasks are inherently interesting to us rewards can damage our motivation by undermining our natural talent for self-regulation.
» The latest posts from, the new blog from PsyBlog's author:

Vitamin D: Too Much May Have a Surprising Side-Effect Thu, Mar 12, 2015
30 Minutes Lost Sleep Can Lead to Weight Gain And Diabetes Mon, Mar 09, 2015


→ This post is part of a series on 10 more brilliant social psychology studies:

Why You Can’t Help Believing Everything You Read
The Truth About Self-Deception
How Rewards Can Backfire and Reduce Motivation
Why Groups Fail to Share Information Effectively
Why Thought Suppression is Counter-Productive
The Chameleon Effect
How Other People’s Unspoken Expectations Control Us
When Situations Not Personality Dictate Our Behaviour
Finding The Surprising Gaps in Your Self-Knowledge
Stereotypes: Why We Act Without Thinking

Related articles:

The Psychology of Motivation Explained (in under 300 words)
Automatic Drive: How Unconscious Cognitive Biases Help Fire Our Motivation
How To Help Children Control Their Emotions, Reduce Anxiety and Boost Attention
Here’s a Quick Way to Fire Up Your Motivation
Meditation Can Reduce Loneliness in the Elderly

About the author

Dr Jeremy Dean is a psychologist and the author of PsyBlog and His latest book is "Making Habits, Breaking Habits: How to Make Changes That Stick". You can follow PsyBlog by email, by RSS feed, on Twitter and Google+.
Published: 12 October 2009
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