However, an important finding regarding positive feedback is that positive feedback is important for adults, but not for children. In their analysis of the literature, Deci et al. (1999) found that while adults had their intrinsic motivation significantly enhanced by positive feedback, children showed no such difference. Positive feedback for children neither significantly increased nor decreased their intrinsic motivation. Despite this, perceived satisfaction with tasks was still positively impacted by positive feedback for both children and adults. It is important to note that the findings of CET are usually based on the premise that the task is an interesting one so that the employee/student will want to engage in the task of their own volition, but when the task is not interesting the findings indicate that the use of rewards does not damage the intrinsic motivation or satisfaction of the employees/student to a significant degree (Deci, Koestner, & Ryan, 1999). This might indicate that under certain situations, such as when a boring task is used, tangible rewards might be appropriate. Taken together, CET implies that under conditions involving interesting tasks positive feedback is generally a positive force on intrinsic motivation and that tangible and expected rewards are a negative force. This would indicate that when tangible rewards are to be used that they should not be made known beforehand (and therefore linked to the behavior) and that positive verbal feedback is only good when it is applied in a manner that does not threaten the autonomy of the individual. The implications of this theory have been noted in the field of economics due to its implications for incentives (Fehr & Falk, 2002) and in educational settings (Hattie & Timperley, 2007). In the educational field, the difference between children and adults in how important positive feedback is to their feelings of intrinsic motivation is an important one and will alter the application of CET between the workplace and the classroom. Future research on CET will likely look to the effect of rewards on long-term tasks as opposed to short-term tasks as this might affect the relationship between rewards and motivation; complicated and interesting tasks that occur over time might display different relationships regarding rewards and intrinsic motivation (as suggested by Hidi & Harackiewicz, 2000). Other elements to consider for future research include investigating how intrinsic versus extrinsic rewards might alter the relationship between rewards and intrinsic motivation, as the expected payoff between learning a new skill (such as learning to play the guitar) and being compensated monetarily could have different effects on intrinsic motivation (Vansteenkiste, Lens, & Deci, 2006).  ==References==