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The effects of praise and blame upon quality and quantity of themes produced as well as upon children's attitudes toward creative writing were investigated. The 105 elementary pupils who served unknowingly as S's were divided into groups and given (a) praise without correction, or (b) criticism with correction for all theme writing efforts.Results support the assumption that praise without correction in the classroom is superior to blame. While both groups improved equally, the praised but uncorrected group produced significantly more work, exhibited more favorable attitudes, were more highly motivated, and appeared to be more independent than those subjected to blame and correction.
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Taylor et al. (1966) studied this question.
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