Learning Disabled Children's Attributions for Success and Failure

1980 ◽  
Vol 3 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Ruth Pearl ◽  
Tanis Bryan ◽  
Mavis Donahue
Keyword(s):  
Locus Of Control ◽  
Internal Control ◽  
Task Difficulty ◽  
Learning Disabled ◽  
Eighth Grade ◽  
Disabled Children ◽  
Social Situations ◽  
Achievement Behavior ◽  
Children's Beliefs ◽  
And Control

These studies examined underachieving and control children's beliefs about the causes of their successes and failures. In Study 1, third- through eighth-grade children were administered a scale measuring locus of control in achievement situations. Results indicated that underachieving children had weaker feelings of internal control over success than the control children. In Study 2, first- through eighth-grade children rated the importance of ability, effort, task difficulty, and luck for success and failure in reading, on puzzles, and in social situations. The children's ratings indicated that underachievers believed lack of effort played less of a role in their failures than did control children. The results are discussed in terms of their implications for the achievement behavior of learning disabled children.

Social Interactions of Learning Disabled Children: A Linguistic, Social and Cognitive Analysis

1978 ◽  
Vol 1 (3) ◽  
pp. 70-79 ◽  
Author(s):  
Tanis Bryan ◽  
Susanna Pftaum
Keyword(s):  
Social Interactions ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Learning Disabled ◽  
Disabled Children ◽  
Social Situations ◽  
Cognitive Analysis ◽  
Academic Factors ◽  
The Social ◽  
Language Competency

In analyzing the linguistic, social, and cognitive attributes of the social interactions of learning disabled children, Bryan and Pflaum have raised some questions about the practice of classifying learning disabled on intelligence and academic factors alone. This study examines the language competency of learning disabled children as it relates to social situations demanding interpersonal communication skills. The importance of studying the content and style of the learning disabled child's communication across social situations is stressed.

LD and Normal Adolescents' Causal Attributions of Success and Failure at Different Levels of Task Difficulty

1983 ◽  
Vol 6 (1) ◽  
pp. 31-39 ◽  
Author(s):  
David Allen Aponik ◽  
Myron H. Dembo
Keyword(s):  
Locus Of Control ◽  
Task Difficulty ◽  
Causal Attributions ◽  
Learning Disabled ◽  
Performance Outcomes ◽  
Significant Determinant ◽  
Disabled Students ◽  
Normal Adolescents ◽  
Different Levels

The purpose of this study was to investigate learning disabled and normal adolescents' causal attributions of success and failure performances on various levels of task difficulty (easy, moderate, difficult). The results indicated that the students' perceptions of the task difficulty levels was a significant determinant of the two groups' differing causal attributions; locus of control was inadequate for explaining the differences in attribution ascribed by the two groups. In many respects, the learning disabled students' causal ascriptions for performance outcomes were similar to those of students classified as failure oriented.

Causal Attributions in Sport: Some Theoretical Implications

1979 ◽  
Vol 1 (3) ◽  
pp. 203-211 ◽  
Author(s):  
Glyn C. Roberts ◽  
Debbie Pascuzzi
Keyword(s):  
Locus Of Control ◽  
Task Difficulty ◽  
Causal Attributions ◽  
Careful Analysis ◽  
Behavior Model ◽  
Male And Female ◽  
Dimensional Properties ◽  
Per Se ◽  
Achievement Behavior ◽  
And Task

Previous sport attribution studies have generally asked subjects to make attributions for outcomes to the four elements of ability, effort, luck, and task difficulty. These studies have assumed that these elements are the most important causes of outcomes. The present study tested this assumption. An open-ended questionnaire was given to 349 male and female subjects to determine the causal elements used in sport situations. Results showed that the four traditional elements of ability, effort, luck, and task difficulty were used 45% of the time. However, the theory advocated by Weiner (1974) is based on the dimensions of locus of control and stability, and not on the elements per se. When the responses of subjects were content analyzed for dimensional properties, it was concluded that 100% of the responses could be placed within the four cells of the Weiner model. These results support the applicability of the Weiner achievement behavior model to sport environments, but only when careful analysis of causal attributions is made to determine their dimensional relevance. The evidence suggests that situationally relevant elements be included in addition to the traditional elements of ability, effort, luck, and task difficulty.

Sources of EEG Activity in Learning Disabled Children

2002 ◽  
Vol 33 (4) ◽  
pp. 160-164 ◽  
Author(s):  
Thalía Fernández ◽  
Thalía Harmony ◽  
Antonio Fernández-Bouzas ◽  
Juan Silva ◽  
Wendy Herrera ◽  
...  
Keyword(s):  
Three Dimensional ◽  
Learning Disabled ◽  
Disabled Children ◽  
Normal Children ◽  
Variable Resolution ◽  
Eeg Activity ◽  
Electromagnetic Tomography ◽  
Not Otherwise Specified ◽  
And Control ◽  
Dimensional Picture

The sources of different EEG frequencies were studied in 25 normal children and 46 learning disabled (not otherwise specified) children between 7 and 11 years old. The EEG sources were computed using Frequency-domain Variable Resolution Electromagnetic Tomography which produces a three dimensional picture of the currents at each EEG frequency. Significant differences between groups were observed. LD children showed more theta activity (3.5 to 7.02 Hz) in the frontal lobes and control children more alpha (9.75 to 12.87 Hz) in occipital areas. These results may support the maturational lag hypothesis, as the neurobiological cause of learning deficiencies not otherwise specified.

Sign in / Sign up

Export Citation Format

Share Document