Effects of goal level on performance: A trade-off of quantity and quality.

Conducted 6 experiments with a total of 338 undergraduates to determine the existence of a linear effect of goal level on performance. Exp I failed to replicate such an effect with a standard addition task. Exps II–IV did replicate a goal effect with several "creativity" tasks; the higher the goal, the more responses given. The quality of responses also changed as a systematic function of the goal level, with higher goal levels producing responses that were farther from ideal, in Euclidean distance. Exp V showed the same effect, using selection of geometric figures from a fixed set with systematically varied properties. In Exp VI, the addition task was changed to estimation of sums, to permit qualitative variations in response. Under these conditions, both quantity and quality of response changed as a function of goal level, as predicted. A cognitive theory is offered in place of the previous motivational theories: The goal level defines the task for the S and induces a systematic trade-off of the quantitative and qualitative aspects of responses. Extensions into related work that can also be seen as quantity–quality trade-offs are discussed. (French summary) (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)