Subjects (N=82) were given either veridical or false feedback concerning their level of intimacy one week after a short structured interaction with another. Results indicated that feedback had a greater effect on the reported degree of liking for the other and the disclosure level. (Author/RC)

Describes the process of causal attribution as it is hypothesized to operate in learning environments, discusses the results of current attribution research, and examines the validity and utility of present approaches to attribution research--what is and what should be. (Author)

Examines the role of affect in children's attribution of intentionality and dispensation of punishment. Subjects were 12 boys and 12 girls at each of three grade levels: kindergarten and first and second grades. (CM)

Sex differences in "rape stereotypes" were investigated. Males' subjective impressions of rape emphasized the aggressive rather than the sexual motive; females did not differentiate. The stereotype of a sexually motivated rape was well organized for females. No organization was found when an aggressive motive was assumed. (Author)

Rotter's social learning theory is applied to the learned helplessness paradigm, and is used to analyze (1) expectancy change processes occurring during helplessness training and (2) the generalization of those changes to other situations. Literature on individual and situational differences is also reviewed. (Author/SS)

Assessed effects of an individual's temporal pattern of success on attributions of responsibility for winning or losing simulated free throw contests. The player on a winning team who scored at the end was judged responsible for the outcome. (Author/BEF)

Tested attribution are driven by control motivation and that attributional activity increases following an experience with lack of control. Subjects were given high, low, or no helplessness training and tested for motivational variations. (Author/SS)

Tests the proposition that both foreseen and foreseeable consequences can lead to the arousal of cognitive dissonance, and predicts that self-justificatory attitude change would occur in the foreseen conditions, regardless of whether subsequent information about the occurrence of the consequence was ever given. Subjects were 60 undergraduate…

Focuses upon informational social comparison and examines the proposal that such comparison can be motivated by two quite different concerns: constructive process and validation process. Subjects were 77 freshmen. (MP)

"Structure" and "consideration" are used as determinants in applying leadership theory to students' evaluation of their college instructors. (Editor)

Illustrates a general strategy for detecting motives that people wish to conceal. Subjects were college students. (MP)

In 2 studies, age differences in children's self-evaluative responses as a function of success/failure outcome and task ease information were explored. (SB)

Argues that causal understanding is a developmental primitive: children develop core concepts of causality at a very early age, causality plays a necessary role in subsequent development across many domains, and basic causal processes can be activated automatically or implicitly. (HTH)

In productive constructionism, a teacher's job is to fuse students' knowledge with what experts know, not to favor one over the other. Teachers do not promote understanding by permitting students' constructions to stand even though they clash with experts' constructions. Student engagement in problem-solving tasks is crucial, but so is…