1Kanouse D E, Gumpert P, Canavan-Gumpert D. The semantics of praise. In Harvey J H, Ickes W, Kidd R F (Eds.), New directions in attribution research, 1981, 3:97 115.
2Henderlong J, Lepper M. The effects of praise on children's intrinsic motivation: A review and synthesis. Psychological Bulletin, 2002, 128:775-795.
3Baumeister R F, Hutton D G, Cairns K J. Negative effects of praise on skilled performance. Basic and Applied Social Psychology, 1990, (11): 131- 148.
4Deei E, Ryan R M, Koestne R. A meta-analytic re- view of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 1999, 125:627-668.
5Kamins M L, Dweck C S. Person versus process praise and criticism: Implications for contingent self- worth and coping. Developmental Psychology, 1999, 35 : 835-847.
6Henderlong J, Mark R. The effects of person versus performance praise on children's motivation: Gender and age as moderating factors. Educational Psychology, 2007 : 487-508.
7Zentall S R, Morris B J. "Good job, you're so smart": The effects of inconsistency of praise type on young children's motivation. Journal of Experimental Child Psychology, 2010:155 - 163.
8Andrei C. The impact of generic language about ability on children's achievement motivation. Developmental Psychology, 2010, 46(5): 1333- 1340.
9Weiner B. An attributional theory of achievement moti- vation and emotion. Psychological Review, 1985, (92) : 548-573.
10Henderlong J, Christin M. The effects of social-com- parison versus mastery praise on children's intrinsic motivation. Motiv Emot, 2006(30) : 335 - 345.
