单项选择题

Psychologists take opposing opinion of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who make the study of the relationship between actions and their results, argue that rewards can make improvement in performing at work and school. Cognitive (认知学派的) researchers, who study various fields of mental life, maintain that rewards often destroy creativity by encouraging dependence on approval and presents from others.
The latter point has gained many supporters, especially among educators. But the careful use of small monetary (金钱的) rewards sparks creativity in grade-school children, suggesting that properly presented inducements (刺激) indeed aid inventiveness, in accordance to a study in the June Journal of Personality and Social Psychology.
"If kids know they’re working for a reward and can keep close attention to a task relatively full of challenges, they show the most creativity," says Robert Eisenberger of the University of Delaware in Newark. "But it’s simple to vanish creativity by giving rewards for poor performance or creating too much anticipation for rewards."
A teacher who continually pays 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 more and more 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.

Which of the following can best promote students’ creativity according to Robert Eisenberger（）

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