Twenty-one learning disabled students and 25 non-LD students were asked to explain their high and low scores in a bowling game under conditions of either high or low success. LD Ss' explanations did not differ over the two conditions. Findings suggested that LD Ss viewed their difficulty as something that could not be overcome. (Author/CL)

Research at the Chicago Institute focused on the social competence of learning disabled (LD) children, including investigation of communicative competence (e.g., adapting one's style to listeners, conversational skills), reading abilities (oral reading and comprehension), causal attributions of success and failure, and the immediate impression LD…

Eighty students and 15 teachers provided expectancies and attributions for the academic performance of hypothetical medicated and nonmedicated hyperactive children. Both teachers and peers had higher expectancies for the medicated than for the nonmedicated child. Data suggested that these differential expectancies may arise from different…

Reviews the status of research on sex differences in causal attribution for success and failure. Suggests that the literature on sex differences in attributions is characterized by inconsistencies and has not yet fulfilled its promise as the key to understanding differential achievement in men and women. (Author/GC)

A perceptual analogue of Kelley's augmentation principle was created in animated films depicting the movements of two objects toward a goal. Experiment 1 examined children's causal attributions in the presence and absence of inhibitory causes. Experiment 2 investigated children's causal attributions in the presence of inhibitory causes of…

Three studies examined whether and when preschool children are willing to attribute internal and immanent causes to motion. Found that preschool children were more likely to attribute immanent cause to motion in animals than in artifacts and more likely to attribute human cause to motion in artifacts than in animals. (MDM)

Focuses on understanding mental models people develop for judging veracity. Hypothesizes that individual differences in models predict participants' attributions and confidence in making attributions. Indicates that participants' mental models for detecting deception are detailed, changing, and idiosyncratic, varying in structure and degree of…

Investigated relation between counselors' causal explanation for clients' presenting problems and subsequent treatment assignments. Counselors (N=15) rated college students' (N=116) presenting problems on attributional dimensions and other variables. Results demonstrated ratings of duration of problem and attributions of stability of cause best…

Tested reformulated learned helplessness theory of depression with adolescent inpatients (N=63) diagnosed as depressed, conduct disordered, or both. Adolescents with major depressive diagnosis differed from nondepressed adolescents with significantly lower attributional style scores for positive events. Subjects who reported more severe depression…

Investigated college students' (N=280) evaluations of attributions of causality, moral responsibility, and blame using two scenarios with either mild or severe consequences. Found attributions of moral responsibility were generally judged by perceivers to be more complex than attributions of causality and blame, suggesting process of attributing…

Tested relation between attributions and types of depression postulated by reformulated learned helplessness theory versus an alternative in undergraduate college students (N=334). Results suggest inclusion of types of depression modestly increases support for one of hypotheses of reformulated theory but makes more questionable previously untested…

Attribution theory is offered as a theoretical framework for generating and testing hypotheses about how people perceive and respond to the behavior of impaired driving. In general, the seriousness of impaired driving is related to the consequences produced. (JOW)

Investigated children's causal-explanatory conceptions of the workings of a labeling strategy. The 72 children of four-six years showed two types of conceptions, both of which increased with age. (RJC)

Explored college students' (n=104) employment of meaning through cognitive strategies in retention task in terms of attributional assignment and/or divergent thinking. Students were randomly assigned to either list of nonsense syllables or nonrelated words. Found no relationship among attributional assignment, divergent thinking, and retention.…

Conducted two experiments in which attention-deficit hyperactivity disorder boys underwent double-blind, placebo-controlled medication assessment in summer day-treatment program. Daily, boys assessed attributions for and evaluations of their behavior. Objective measured showed improved behavior with methylphenidate; however, boys tended to…