英语翻译短文：Psychologists take opposing views of how external rew

英语翻译
短文：Psychologists take opposing views of how external rewards,from warm praise to cold cash,affect motivation and creativity.Behaviorists,who study there relation between actions and their consequences,argue that rewards　can improve performance at work and school.Cognitive researchers,who study various aspects of mental life,maintain that rewards often destroy creativity by encouraging dependence on approval and gifts from others.　　The latter view has gained many supporters,especially among educators.But the careful use of small monetary rewards sparks creativity in grade-school children,suggesting that properly presented inducements indeed aid inventiveness,according to a study in the June Journal of Personality and Social Psychology.　　"If kids know theyre working for a reward and can focus on a relatively challenging task,they show the most creativity," say Robert Eisenberger of the University of Delaware in Newark."But its easy to kill creativity by giving rewards for poor performance or creating too much anticipation for rewards." 　　A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement　ends up with uninspired students,Eisenberger holds.As an example of the latter point,he notes growing efforts at major universities to tighten grading standards and restore failing grades.　　In earlier grades,the use of so-called token economies,in which students handle challenging problems and receive performance-based points toward valued rewards,shows promise in raising effort and creativity,the　Delaware psychologist claims.急求这篇短文的能够“读得通”的中文翻译,如果是直接从翻译网址上拉下来的完全读不通的翻译请不要贴上来,

关于外部奖励的两个方面：一种是热情的赞扬,一种是实实在在的现金,对于人的行为的动力和创造力的作用,心理学家持两种完全不同的看法.研究这两种不同行动的因果关系的行为主义者认为,无论是在学校还是工作场合,奖励奖励都可以有提高的性能.而认知学派,这些探索多方面精神生活的研究专家,总结出这样的结论：依靠外部礼物和精神嘉奖的方式,经常会破坏创造性.
认知学派的观点得到了很多人的支持,甚至在教育学家中也有人赞同这样的观点.但是根据六月份的个人与群体心理学杂志的研究发现,在高中学生中,谨慎的使用小的金钱奖励却可以激发创造性的火花,因此建议适当的使用礼物作为诱导学生独创性的辅助手段.
“如果孩子们知道他们的工作是一项有挑战的任务并且可以得到奖励,他们将展现最大潜力的创造性.” 位于Newark特拉华洲大学的Robert Eisenberger指出,“但是如果表现差的学生也会得到奖励,或者给予超出预期过多的奖励,都会轻易的破坏掉创造性.”
一个教师如果总是把心思放在奖励这件事情上,或者给成绩平平的学生以过高的评价,将导致学生走向没有灵感,没有创造力的局面.Eisenberger认为,正如后一种做法的例子做显示的那样,在大多数大学,努力的意愿被古板苛刻要求的年级升级标准所打败.
这位特拉华洲的心理学家呼吁,可以在早期的年级中,使用了一种被称为代币体制的做法,学生们解决挑战性的问题,并获得相应价值点数,以此兑换具体价值的奖励,这种做法将提高做事情的意愿和创造力.