Professor Mark Lepper

Albert Ray Lang Professor of Psychology
https://web.stanford.edu/dept/psychology/cgi-bin/drupalm/mlepper


Research Summary

Strategies and techniques of expert tutors: Motivational and cognitive processes. Microcomputers in education: Effects of educational programs on children’s intrinsic motivation and learning. Intrinsic vs. extrinsic motivation: Detrimental effects of superfluous social controls and strategies for enhancing intrinsic interest. Choice and its consequences: Cultural and situational differences. Social cognition and attribution processes: Attributional biases and inferential errors. Social and moral development.

Select Publications

Lepper, M.R., Sagotsky G., Dafoe, J.L. & Greene D. (1982). Consequences of superfluous social constraints: effects on young children’s social interferences and subsequent intrinsic interest. Journal of Personality and Social Psychology, Vol. 42, No. 1, 51-65

Lepper M.R., (1981). Intrinsic and extrinsic motivation in children: Detrimental effects of superfluous social controls. In W.A. Collins (Ed.), Aspects of the development of competence: the Minnesota Symposium on Child Psychology, Volume 14. Hillsdale, New Jersey: Erlbaum.

Lepper, M.R. & Greene, D. (1975). Turning play into work: Effects of adult surveillance and extrinsic rewards on children’s intrinsic motivation. Journal of Personality and Social Psychology, Vol. 31, No 3, 479-486.

Greene, D. & Lepper, M.R. (1974). Intrinsic Motivation: How to Turn Play Into Work Psychology Today, September, 49-54.

Greene, D. & Lepper, M.R. (1974). Effects of extrinsic rewards on children’s subsequent intrinsic interest. Child Development, 45, 1141-1145.

Lepper, M.R., Greene, D. & Nisbett, R.E. (1973). Undermining Children’s Intrinsic Interest with Extrinsic Reward: A test of the “Overjustification” hypothesis Journal of Personality and Social Psychology, Vol. 28, No. 1, 129-137.