OVERJUSTIFICATION EFFECTS IN TOKEN ECONOMIES

This study tested the relevance to clinical token economies of the overjustification hypothesis that tangible reward interferes with intrinsic interest in target behaviors and causes such behaviors to be less probable following a period of reinforcement than preceding such a period. The study was carried out in an ongoing token economy for chronic psychiatric patients. Alternated over an 8-week period were weeks of token and no-token reward for one of the program's target behaviors, toothbrushing. Two different amounts of token reward were employed in order to examine whether reward magnitude might influence the presence or extent of overjustification effects. Little evidence was found for the presence of overjustification effects in token economies. However, maintenance of toothbrushing was greater in no-token weeks following weeks of low amounts of token reward than in no-token weeks following weeks of higher amounts of reward. The importance of such complex functional relationships is discussed.     

Competence and the maintenance of behavior

The overjustification effect is manifested by decreased interest in an attractive activity following removal of a reward made contingent upon participation in the activity. Evidence is reviewed which suggests that rewards conveying information that the person who is performing the activity is competent cause the behavior to become insulated from the overjustification effect. This maintenance of behavior resulting from competence information is also shown to be a powerful factor in increasing the transfer and posttherapy persistence of behavior in both behavioral and traditional therapies.I wish to thank Pamela Sheridan, Tom Eddy, Larrie Hutton, and Jon Aronoff for their help during the course of my research on this topic. I am also grateful to Sylvia Snavely for sharing her helpful ideas with me.     

Competence and the overjustification effect

The overjustification effect is manifested in decreased interest in an activity as a result of having been rewarded for participation in the activity. According to attribution theory's discounting principle, decreased interest occurs because the subject discounts the role of intrinsic motivation when a salient extrinsic reward is present. An alternative analysis based on the competence principle suggests that only rewards that convey no message of competence foster the overjustification effect, while manipulations that do convey competence information do not. A study crossing Reward (no reward-monetary reward) and Task Difficulty (hard-easy) supported the competence analysis. Subjects who succeeded on the hard task and thus felt competent manifested higher subsequent interest in the task. Consistent with the competence analysis, presence or absence of reward did not influence subsequent interest in the task.This research has been supported by a grant from the Ohio University Research Fund. I am grateful to Mark Henault, who served very ably as the experimenter. The hard work of Joel Ghitman and Craig Alexander is also gratefully acknowledged.     

Immunizing children against the negative effects of reward: A further examination of intrinsic motivation training techniques

An investigation was conducted to extend previous research on the effect of intrinsic motivation focus sessions on children's subsequent motivational orientation and creativity in an expected‐reward situation. Numerous earlier studies have demonstrated the over justification effect: Initially interested in an activity, an individual who is led to engage in that activity in the presence of some salient extrinsic constraint will judge him‐ or herself to be motivated by the constraint and not by his own interest. This phenomenon has been demonstrated across the life span. Even very young children who work on an interesting task in order to obtain a reward evidence lower subsequent intrinsic motivation than do children not working for a reward. Other research has shown similar negative effects on creativity. However, two recent investigations indicated that the usual over justification effect need not always occur. These studies demonstrated that the undermining of school children's intrinsic motivation and creativity may be counteracted by means of videotaped modeling and directed discussion sessions that explicitly (a) deal with ways to cognitively distance oneself from reward contingencies and (b) focus on intrinsic reasons for working in school. The present study incorporates important refinements of these earlier immunization attempts and provides particularly strong evidence for the hypothesis that children participating in sessions designed to focus on intrinsic reasons for doing things in school will later treat reward as an actual augmentation of intrinsic motivation. Theoretical and practical implications of this phenomenon are discussed.     

Extending overjustification: the effect of perceived reward-giver intention on response to rewards

The perceived intention model incorporates a new moderator, beliefs about reward-giver intention, into the overjustification paradigm. In 2 simulated shopping studies featuring products paired with promotional rewards, consumers who believed the marketer was promotion focused (reward used to encourage purchase) reported lower purchase intentions and brand attitudes for promoted products after promotion, whereas consumers who believed the marketer was reward focused (promotion used to distribute the reward) showed no attitude change. Promotion-focus beliefs lowered attitudes by heightening the contingency between the promotion and purchase and thereby increasing the perceived causal role of the reward. This effect was contingent on initial behavior--postpromotion attitude change occurred for consumers who actively engaged in product decisions but not for consumers who passively observed the choice sets.     

Progressing from programmatic to discovery research: a case example with the overjustification effect

Scientific research progresses along planned (programmatic research) and unplanned (discovery research) paths. In the current investigation, we attempted to conduct a single-case evaluation of the overjustification effect (i.e., programmatic research). Results of the initial analysis were contrary to the overjustification hypothesis in that removal of the reward contingency produced an increase in responding. Based on this unexpected finding, we conducted subsequent analyses to further evaluate the mechanisms underlying these results (i.e., discovery research). Results of the additional analyses suggested that the reward contingency functioned as punishment (because the participant preferred the task to the rewards) and that withdrawal of the contingency produced punishment contrast.     

Evaluations of the Overjustification Effect

The utility of reinforcement-based procedures has been well established in the behavior analysis literature and is commonly used in educational settings. However, the overjustification effect is one commonly cited criticism of programs that use tangible items as reinforcers. In the current studies, we evaluated the effects of tangible rewards contingent on engagement with leisure activities. We further evaluated the amount of engagement after the reward condition was discontinued. In Studies 1 and 2, tangible rewards were delivered for engaging with a preferred activity when only one leisure activity or several activities were available, respectively. Study 1 results did not support the overjustification hypothesis. Study 2 participants showed a decrease in activity engagement following the reward condition. It was not clear whether this was a result of extended exposure or overjustification. Thus, in Study 3, we extended exposure to preferred activities in one context without rewards. Study 3 results suggested that extended exposure to a preferred activity had effects that look similar to the overjustification effect but are probably best described as satiation.     

Reward,affect, and young children's motivational orientation

In this study we examined the proposition that the detrimental effect of reward on young children's intrinsic motivation may be due to increased negative affect associated with performing the target task under expected reward conditions. Fifty-six children were randomly assigned to one of three non-reward mood induction conditions (positive, negative, neutral) or to a reward, neutral mood induction condition. Children then played an attractive game. Subsequent intrinsic interest was measured in a free-choice period in which rewards were neither forthcoming nor expected and children could freely choose to play with the target game or with other toys. It was found that rewards produced a less positive mood state, which subsequently was related to lowered intrinsic interest in the free-choice situation. In general, the results for the reward/neurtral mood condition paralleled those for the non-reward/negative mood condition. It was concluded that instrumental rewards may induce a temporary negative mood state in young children that can undermine intrinsic motivation.This research was sponsored in part by a Faculty-Grant-in-Aid (No. 420893) from Arizona State University, and by a Faculty Release Award from the Department of Family Resources and Human Development, both to the first author. The authors would like to express their appreciation to Barry Arbuckle, Anna Burke, Mia Nymoh, Darlene Richmond, Phil Swanson, and Irma Vega for their assistance in data collection.     

The impact of task difficulty expectations on intrinsic motivation

Two studies investigated expectations of task difficulty induced prior to task involvement and their impact upon an individual's subsequent intrinsic interest. Expectations of task difficulty were manipulated through easy/hard instructions by the experimenters. Interest, but not performance, varied as function of expected task difficulty, with “easy” eliciting greater interest than “hard” instructions. The generality of this finding was supported by its demonstration in studies utilizing different experimenters (male, female), subject populations (children, college), and tasks (perceptual-motor, cognitive).     

Reconceptualizing of the overjustification effect: A template-matching approach

The paper reviews traditional attributional explanations for the over-justification effect in task motivation, isolates their weaknesses, and proposes an alternative account based on the notion that individuals process task information schematically. It is proposed that task information relating to motivation is interpreted by cognitive schema or “templates,” which identify tasks as being either instrumental or expressive in nature. When the expressive template is evoked, the task is perceived to be playlike and is experienced as inherently motivating. When the instrumental template is evoked, the task is perceived as a means to an end and task motivation results from the perceived value of the task for attaining intrinsic and/or extrinsic rewards. Structural characteristics of these templates are proposed. According to this account, overjustification effects occur when the perceived characteristics of tasks change such that the expressive template is replaced by the instrumental template and expressive motivation is transformed into instrumental motivation.     

Undermining the Zeigarnik effect: Another hidden cost of reward

Forty college students participated in a study ostensibly designed to obtain measures of the hemispheric activity while they worked on a spatial reasoning task. In fact, our true interest was in determining whether subjects would return to the spatial reasoning task once the hemispheric recordings were completed. Subjects would normally be expected to return to the task by virtue of the Zeigarnik effect because no subject completed the task during the “hemispheric recording” phase. The manipulation involved telling one group of subjects that they would be paid $1.50 for participating in the study (expected reward group). The remainder of the subjects were not led to expect the reward (unexpected reward group). The result was that 86% of the unexpected reward subjects but only 58% of the expected reward subjects (p < .05) manifested the Zeigarnik effect. This differential tendency to return to the task was further reflected in time differences. The average unexpected reward subject spent 3 min 48 sec of a five-minute free-choice period at the task, whereas the average expected reward subject spent only 2 min 20 sec (p < .05). Reward expectancy, therefore, led to an undermining of the Zeigarnik effect. This observation supports Condry's prediction that rewarding performance at a task can lead to premature task disengagement.     

A quantitative review of overjustification effects in persons with intellectual and developmental disabilities

The overjustification hypothesis suggests that extrinsic rewards undermine intrinsic motivation. Extrinsic rewards are common in strengthening behavior in persons with intellectual and developmental disabilities; we examined overjustification effects in this context. A literature search yielded 65 data sets permitting comparison of responding during an initial no‐reinforcement phase to a subsequent no‐reinforcement phase, separated by a reinforcement phase. We used effect sizes to compare response levels in these two no‐reinforcement phases. Overall, the mean effect size did not differ from zero; levels in the second no‐reinforcement phase were equally likely to be higher or lower than in the first. However, in contrast to the overjustification hypothesis, levels were higher in the second no‐reinforcement phase when comparing the single no‐reinforcement sessions immediately before and after reinforcement. Outcomes consistent with the overjustification hypothesis were somewhat more likely when the target behavior occurred at relatively higher levels prior to reinforcement.     

Control your cravings: Self-controlled food choice varies by eating attitudes,sex, and food type among Division I collegiate athletes

Eating attitudes are predictive of disordered eating, which can be quite prevalent among collegiate athletes. The present study tested if disordered eating attitudes and the sex of collegiate athletes are related to “self-controlled food choice” for four food types: a dessert, fried food, fruit, and vegetable. In total, 102 athletes completed a disordered eating attitudes assessment and a delay discounting task. For the delay discounting task, athletes chose between one large delayed reward and one successively smaller immediate reward for four food types, and indifference points were computed with lower indifference points indicating greater self-controlled food choice. In this study female athletes showed greater self-controlled food choice for all three tempting food types (dessert, fried food, and fruit), but not the control food type (vegetable). For males, results were moderated by their level of disordered eating attitudes. Overall, these data show that “self-controlled food choice,” measured using a delay discounting task, is a key factor related to sex differences in disordered eating attitudes among college athletes.     

Giving a Reason for Unfairness: Effects of a Rationale upon Australian Students' Performances Within an Implicit Reward Situation

Two experimental conditions (giving a rationale vs no-rationale for “unfair” rewards) were compared under an implicit reward paradigm in which “target” subjects received rewards directly and contingently for improvements on a simple motor skills task while “peer” subjects who were also performing the same task received no rewards. Data showed that there were significant reinforcement effects on the behavior of both target and peer subjects during the implicit reward situation when no rationale was given for the “unfair” application of rewards. However, when a rationale was given for the non-reward of the peer subjects, neither target nor peer subjects showed significant increases in responses from baseline. Implications for group reinforcement practices are discussed.     

A process analysis of the effects of performance-contingent rewards on intrinsic motivation

In this study, the effects of performance-contingent rewards on intrinsic motivation were examined in comparison to no-reward controls receiving identical performance feedback. A path analytic process analysis was conducted to examine the mediation of reward effects on subsequent task interest. It was hypothesized that competence valuation, or the personal importance of doing well, would be an important mediator of interest in situations where performance feedback was available. Rewards were predicted to affect interest by influencing an individual's valuation of competence, and by altering the competence valuation mediation process. In addition, achievement orientation was hypothesized to interact with reward in affecting importance and the mediation process. Prior to performing an interesting puzzle, high school students were offered a performance-contingent reward, and then indicated how personally important it was to do well. After doing three puzzles, all subjects received positive feedback regarding their performance. Multiple regression analyses indicated that importance was affected by the experimental variables, and had a positive causal impact on subsequent intrinsic motivation. It was found that the promise of performance-contingent reward positively affected importance for low achievers relative to high achievers, and that the mediation of subsequent intrinsic interest by importance differed according to reward by achievement combinations. Additionally, a direct effect revealed that performance-contingent rewards significantly enhanced interest, relative to no-reward controls receiving identical performance feedback.     

The effect of organismic disadvantage on allocation behavior in children

Equity theory (Adams, 1965) suggests that when persons are asked to divide a given amount of reward between two other persons, one relatively more disadvantaged than the other at performing a task, they will make allocations that are disproportionate to the two persons' performance levels, giving the disadvantaged person a disproportionately larger share and the advantaged person a disproportionately smaller share of the reward. The theory attributes this effect to the allocator's perception that the disadvantaged individual expended a disproportionately greater amount of effort. A group of third- and fourth-graders and a group of seventh-graders were asked to divide rewards between pairs of children that were described to vary in age (“younger” vs. older) or ability (“unskilled” vs. skilled) or that were the “same” in age and ability and that were described to vary (5 vs. 15, or 0 vs. 20 baskets) or to be equal (10 vs. 10 baskets) in performance on a basketball-shooting task. Unlike the group of third- and fourth-graders, the seventh-graders generally made significantly larger allocations to the disadvantaged individuals (“younger” and “unskilled”) than to the “same” individuals, making the largest allocations under the most discrepant performance condition (0 vs. 20). Overall, the results suggested that the equity principle becomes more salient in children as age increases.     

Contingency awareness,partial reinforcement effects,and curiosity motivation in children

Third- and fourth-grade children were given a two-choice discrimination learning task, designed to associate each of three syllables with a different reward schedule: 100% reward, 50% reward, and 0% reward. Subsequent to the conditioning phase, measures were made of the subject's awareness of the reward contingencies associated with the syllables, as well as the pleasantness and curiosity which these syllables had acquired during the conditioning. The results showed that a partially rewarded cue was evaluated as somewhat less “pleasant” than a continuously rewarded cue, but evoked more “curiosity” than either the continuous or nonrewarded cues. These effects emerged only for the contingency aware groups.     

Perceived ownership impacts reward evaluation within medial-frontal cortex

Ownership is a powerful construct. Indeed, in a series of recent studies, perceived ownership has been shown to increase attentional capacity, facilitate a memorial advantage, and elicit positive attitudes. Here, we sought to determine whether self-relevance would bias reward evaluation systems within the brain. To accomplish this, we had participants complete a simple gambling task during which they could “win” or “lose” prizes for themselves or for someone else, while electroencephalographic data were recorded. Our results indicated that the amplitude of the feedback error-related negativity, a component of the event-related brain potential sensitive to reward evaluation, was diminished when participants were not gambling for themselves. Furthermore, our data suggest that the ownership cues that indicated who would win or lose a given gamble either were processed as a potential for an increase in utility (i.e., gain: self-gambles) or were processed in a nonutilitarian manner (other-gambles). Importantly, our results suggest that the medial-frontal reward system is sensitive to perceived ownership, to the extent that it may not process changes in utility when they are not directly relevant to self.     

Causes of young children's confusion of same and different

Three experiments are reported that explore 3-year-olds' and adults' understanding of the words, same and different. In the first, 3-year-olds selected a bead that was “the same color as” or “a different color from” a target bead. In the second, 3-year-olds selected a bead that was “the same in some way as” or “different in some way from” a target bead. Contrary to results reported previously, the majority of consistent responders chose a bead identical with the target in response to the different instruction in both experiments. The rates of both incorrect different responding and incorrect same responding were greater in Experiment II than in Experiment I. In Experiment III, adults chose objects that were “the same as” or “different from” a target; unlike the children, they never chose a target-identical object in response to different instructions. It is argued that children and adults treat same and different differently, and that children's task performance is influenced by three factors: semantic, pragmatic, and nonlinguistic.     

Extrinsic rewards undermine altruistic tendencies in 20-month-olds

The current study investigated the influence of rewards on very young children's helping behavior. After 20-month-old infants received a material reward during a treatment phase, they subsequently were less likely to engage in further helping during a test phase as compared with infants who had previously received social praise or no reward at all. This so-called overjustification effect suggests that even the earliest helping behaviors of young children are intrinsically motivated and that socialization practices involving extrinsic rewards can undermine this tendency.