The effects of rewards on executive function in preschoolers.

The key findings of this study showed that rewards can facilitate performance in an executive function (EF) task when reward is contingent on performance. Rewards enhanced children’s information updating skills when children were either told they would be rewarded with a prize of considerable salien...

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Main Author: Lim, Huiqing.
Other Authors: Qu Li
Format: Final Year Project
Language:English
Published: 2010
Subjects:
Online Access:http://hdl.handle.net/10356/35236
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Institution: Nanyang Technological University
Language: English
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spelling sg-ntu-dr.10356-352362019-12-10T13:36:52Z The effects of rewards on executive function in preschoolers. Lim, Huiqing. Qu Li School of Humanities and Social Sciences DRNTU::Social sciences::Psychology The key findings of this study showed that rewards can facilitate performance in an executive function (EF) task when reward is contingent on performance. Rewards enhanced children’s information updating skills when children were either told they would be rewarded with a prize of considerable salience for their performance on a task, or were told nothing about receiving a reward. Preschoolers aged between 4 and 5 years (N = 46) engaged in a working memory task. The study was a between-subjects design with 2 levels of condition (Reward-informed and Reward-uninformed). An increase in attribution of reward to one’s own competence was proposed as a possible explanation for the effect of reward on children’s high performance in the executive function task. Bachelor of Arts 2010-04-09T07:52:38Z 2010-04-09T07:52:38Z 2010 2010 Final Year Project (FYP) http://hdl.handle.net/10356/35236 en Nanyang Technological University 38 p. application/pdf
institution Nanyang Technological University
building NTU Library
country Singapore
collection DR-NTU
language English
topic DRNTU::Social sciences::Psychology
spellingShingle DRNTU::Social sciences::Psychology
Lim, Huiqing.
The effects of rewards on executive function in preschoolers.
description The key findings of this study showed that rewards can facilitate performance in an executive function (EF) task when reward is contingent on performance. Rewards enhanced children’s information updating skills when children were either told they would be rewarded with a prize of considerable salience for their performance on a task, or were told nothing about receiving a reward. Preschoolers aged between 4 and 5 years (N = 46) engaged in a working memory task. The study was a between-subjects design with 2 levels of condition (Reward-informed and Reward-uninformed). An increase in attribution of reward to one’s own competence was proposed as a possible explanation for the effect of reward on children’s high performance in the executive function task.
author2 Qu Li
author_facet Qu Li
Lim, Huiqing.
format Final Year Project
author Lim, Huiqing.
author_sort Lim, Huiqing.
title The effects of rewards on executive function in preschoolers.
title_short The effects of rewards on executive function in preschoolers.
title_full The effects of rewards on executive function in preschoolers.
title_fullStr The effects of rewards on executive function in preschoolers.
title_full_unstemmed The effects of rewards on executive function in preschoolers.
title_sort effects of rewards on executive function in preschoolers.
publishDate 2010
url http://hdl.handle.net/10356/35236
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