On the one hand, supporters of this idea refer to the fact that pupils who are assigned more responsibilities tend to be prepared for more critical situations. In other words, if students learn to simultaneously accomplish more than two works, they will unintentionally learn critic management and problem-solving skills. In the United States, for instance, schoolchildren are given some tasks regarding some existing issues and they would be given extra marks if they were able to solve them. The other viewpoint of this group is that, taking children seriously and entrusting them with responsibilities can cause children to show a considerable amount of creativity and thus motivation; consequently, pupils with higher levels of creativity and eagerness will have a better academic function. In Japan, as an example, according to a survey, pupils who were a part of an important task showed a remarkable increase in their performance.