In Memorium

Ames, C. Children's achievement attributions and self-reinforcement: Effects of self-concept and competitive reward structure. Journal of Educational Psychology, 1978, 79, 345–355.

Ames, C. Competitive versus cooperative reward structures: The influence of individual and group performance factors in achievement attributions and affect. American Educational Research Journal, 1981, 18, 273–287.

Anderson, C. A. , & Jennings, D. L. When experiences of failure promote expectations of success: The impact of attributing failure to ineffective strategies. Journal of Personality, 1980, 48, 393–407.

Andrews, G. R. , & Debus, R. L. Persistence and the causal perception of failure: Modifying cognitive attributions. Journal of Educational Psychology, 1978, 70, 154–166.

Battle, J. Self-esteem of students in regular and special classes. Psychological Reports, 1979, 44, 212–274.

Bendell, D. , Tollefson, N. , & Fine, M. Interaction of locus of control orientation and the performance of learning disabled adolescents. Journal of Learning Disabilities, 1980, 13, 32–35.

Black, W. F. Self-concept as related to achievement and age in learning-disabled children. Child Development, 1974, 45, 1137–1140.

Boersma, F. J. , & Chapman, J. W. Academic self-concept, achievement expectations, and locus of control in elementary learning-disabled children. Canadian Journal of Behavioural Sciencel Rev. Canad. Sci. Comp., 1981, 13, 349–358.

Brown, A. L. , & French, L. A. Comments on education and cognitive development: The evidence from experimental research. Monographs of the Society for Research in Child Development, 1977, 44, (1–2, Serial No. 178).

Bryan, T. S. Observational analysis of classroom behaviors of children with learning disabilities. Journal of Learning Disabilities, 1974, 7, 26–34.

Bryan, T. S. , & Wheeler, R. Perception of learning disabled children: The eye of the observer. Journal of Learning Disabilities, 1972, 5, 484–488.

Bugental, D. B. , Whalen, C. K. , & Henker, B. Causal attributions of hyperactive children and motivational assumptions of two behavior-change approaches: Evidence for an interactionist position. Child Development, 1977, 48, 874–884.

Butkowsky, I. S. , & Willows, D. M. Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers. Journal of Educational Psychology, 1980, 72, 408–422.

Chapin, M. , & Dyck, D. G. Persistence in children's reading behavior as a function of N length and attribution retraining. Journal of Abnormal Psychology, 1976, 85, 511–515.

Chapman, J. W. , & Boersma, F. J. Academic self-concept in elementary learning disabled children: A study with the Student's Perception of Ability Scale. Psychology in the Schools, 1979, 16, 201–206. (a)

Chapman, J. W. , & Boersma, F. J. Learning disabilities, locus of control and mother attitudes. Journal of Educational Psychology, 1979, 71, 250–258. (b)

Clifford, M. M. Have we underestimated the facilitative effects of failure? Canadian Journal of Behavioural Science/Rev. Canadian Sci. Comp., 1978, 10, 308–316.

Covington, M. V. , Spratt, M. F. , & Omelich, C. L. Is effort enough or does diligence count too? Student and teacher reactions to effort stability in failure. Journal of Educational Psychology, 1980, 72, 717–729.

Dinner, C. I. , & Dweck, C. S. An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. Journal of Personality and Social Psychology, 1978, 36, 451–462.

Diener, C. I. , & Dweck, C. S. An analysis of learned helplessness: II. The processing of success. Journal of Personality and Social Psychology, 1980, 39, 940–952.

Douglas, V. I. , & Peters, K. G. Toward a clearer definition of the attentional deficit of hyperactive children. In G. Hale and M. Lewis (Eds.), Attention and cognitive development. New York: Plenum Press, 1979.

Dudley-Marling, C. C. , Snider, V. , & Tarver, S. G. Locus of control and learning disabilities: A review and discussion. Perceptual and Motor Skills, 1982, 54, 503–514.

Dweck, C. S. The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 1975, 31, 674–685.

Dweck, C. S. Learned helplessness and negative evaluation. In E. R. Keislar (Ed.), The educator: Evaluation and motivation, 1977, 14, 44–49.

Dweck, C. S. , & Bush, E. S. Sex differences in learned helplessness: I. Differential debilitation with peer and adult evaluators. Developmental Psychology, 1976, 12, 147–156.

Dweck, C. S. , & Reppucci, N. D. Learned helplessness and reinforcement responsibility in children. Journal of Personality and Social Psychology, 1973, 25, 109–116.

Fincham, F. , & Barling, J. Locus of control and generosity in learning disabled, normal achieving and gifted children. Child Development, 1978, 49, 530–533.

Forness, S. R. , & Esveldt, K. C. Classroom observations of children with learning and behavior problems. Journal of Learning Disabilities, 1975, 8, 382–385.

Fowler, J. W. , & Peterson, P. L. Increasing reading persistence and altering attributional style of learned helpless children. Journal of Educational Psychology, 1981, 73, 251–260.

Gardner, D. C. , Warren, S. A. , & Gardner, P. L. Locus of control and law knowledge: A comparison of normal, retarded and learning disabled adolescents. Adolescence, 1977, 12, 103–109.

Hallahan, D. P. , Gajar, A. H. , Cohen, S. B. , & Tarver, S. G. Selective attention and locus of control in learning disabled and normal children. Journal of Learning Disabilities, 1976, 9, 231–236.

Harter, S. Effectance motivation reconsidered: Toward a developmental model. Human Development, 1978, 21, 34–64.

Johnson, D. S. Naturally acquired learned helplessness: The relationship of school failure to achievement behavior, attributions, and self-concept. Journal of Educational Psychology, 1981, 73, 174–180.

Johnson, D. W. , Maruyama, G. , Johnson, R. , Nelson, D. , & Skon, L. Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 1981, 89, 47–62.

Kotsonis, M.E. , & Patterson, C.J. Comprehension monitoring skills in learning-disabled children. Developmental Psychology, 1980, 16, 541–542.

Larsen, S. C. , Parker, R. , & Jorjorian, R. Differences in self-concept of normal and learning disabled children. Perceptual and Motor Skills, 1973, 37, 510.

Licht, B. G. , & Dweck, C. S. Determinants of academic achievement: The interaction of children's achievement orientations and skill area. Developmental Psychology, in press.

McKinney, J. D. , McClure, S. , & Feagans, L. Classroom behavior of learning disabled children. Learning Disability Quarterly, 1982, 5, 45–52.

Meichenbaum, D. Teaching children self-control. In B. Lahey & A. Kazdin (Eds.), Advances in child clinical psychology, Vol. 2, New York: Plenum Press, 1978.

Meichenbaum, D. , & Goodman, J. Training impulsive children to talk to themselves: A means of developing self-control. Journal of Abnormal Psychology, 1971, 77, 115–126.

Miller, R. L. , Brickman, P. , & Bolen, D. Attribution versus persuasion as a means for modifying behavior. Journal of Personality and Social Psychology, 1975, 31, 430–441.

Nicholls, J. G. Causal attributions and other achievement-related cognitions: Effects of task outcome, attainment value, and sex. Journal of Personality and Social Psychology, 1975, 31, 379–389.

Nicholls, J. G. Effort is virtuous, but it's better to have ability. Journal of Research in Personality, 1976, 10, 306–315. (a)

Nicholls, J. G. When a scale measures more than its names denotes: The case of the Test Anxiety Scale for Children. Journal of Consulting and Clinical Psychology, 1976, 44, 976–985. (b)

Nicholls, J. G. Quality and equality in intellectual development. American Psychologist, 1979, 34, 1071–1084.

Nicholls, J. G. , & Miller, A. T. Development and its discontents: The differentiation of the concept of ability. In J. G. Nicholls (Ed.), The development of achievement motivation. Greenwich. Connecticut: JAI Press, in press.

Owings, R. A. , Petersen, G. A. Bransford, J. D. , Morris, C. D. , & Stein, B. S. Spontaneous monitoring and regulation of learning: A comparison of successful and less successful fifth graders. Journal of Educational Psychology, 1980, 72, 250–256.

Parsons, J. E. , & Ruble, D. N. The development of achievement-related expectancies. Child Development, 1977, 48, 1075–1079.

Pascarella, E. , & Pflaum, S. W. The interaction of children's attribution and level of control over error corrections in reading instruction. Journal of Educational Psychology, 1981, 73, 533–540.

Pascarella, E. T. , Pflaum, S. W. , Bryan, T. H. , & Pearl, R. A. Interaction of internal attribution for effort and teacher response mode in reading instruction: A replication note. American Educational Research Journal, in press.

Pearl, R. LD children's attributions for success and failure: A replication with a labeled learning disabled sample. Learning Disability Quarterly, 1982, 5, 173–176.

Pearl, R. , Bryan, T. , & Donahue, M. Learning disabled children's attributions for success and failure. Learning Disability Quarterly, 1980, 3, 3–9.

Pearl, R. A. , Bryan, T. , & Herzog, A. Learning disabled and nondisabled children's strategy analyses under high and low success conditions. Learning Disability Quarterly, 1983, 6, 67–74.

Pflaum, S. W. , & Pascarella, E. T. Attribution retraining for learning disabled students: Some thoughts on the practical implications of the evidence. Learning Disability Quarterly, 1982, 5, 422–426.

Rholes, W. S. , Blackwell, J. Jordan, C. , & Walters, C. A developmental study of learned helplessness. Developmental Psychology, 1980, 16, 616–624.

Roth, S. , & Kubal, L. Effects of noncontingent reinforcement on tasks of differing importance: Facilitation and learned helplessness. Journal of Personality and Social Psychology, 1975, 32, 680–691.

Ruble, D. N. , Parsons, J. , & Ross, J. Self-evaluative responses of children in an achievement setting. Child Development, 1976, 47, 990–997.

Schunk, D. H. Effects of effort attributional feedback on children's perceived self-efficacy and achievement. Journal of Educational Psychology, 1982, 74, 548–556.

Scott, N. A. , & Moore, W. A. Differences in locus of control orientation between normal and learning disabled boys. Psychological Reports, 1980, 46, 795–801.

Seligman, M. E. P. , & Maier, S. F. Failure to escape traumatic shock. Journal of Experimental Psychology, 1967, 74, 1–9.

Seligman, M. E. P. , Maier, S. F. , & Geer, J. H. Alleviation of learned helplessness in the dog. Journal of Abnormal Psychology, 1968, 73, 256–262.

Slavin, R. Student teams and comparison among equals: Effects on academic performance and student attitudes. Journal of Educational Psychology, 1978, 70, 532–538.

Stipek, D. J. , & Hoffman, J. M. Development of children's performance-related judgments. Child Development, 1980, 51, 912–914.

Surber, C. F. Necessary versus sufficient causal schemata: Attributions for achievement in difficult and easy tasks. Journal of Experimental Social Psychology, 1981, 17, 569–586.

Thomas, A. Learned helplessness and expectancy factors: Implications for research in learning disabilities. Review of Educational Research, 1979, 49, 208–221.

Thomas, A. , & Pashley, B. Effects of classroom training on LD students' task persistence and attributions. Learning Disability Quarterly, 1982, 5, 133–144.

Torgesen, J. K. Conceptual and educational implications of the use of efficient task strategies by learning disabled children. Journal of Learning Disabilities, 1980, 13, 364–371.

Torgesen, J. K. , & Licht, B. G. The learning disabled child as an inactive learner: Retrospect and prospects. In J. D. McKinney and L. Feagans (Eds.), Current topics in learning disabilities, (Vol. 1). Norwood, NJ: Ablex Publishing Corporation, 1983.

Weiner, B. Theories of motivation: From mechanism to cognition. Chicago: Rand McNally, 1972.

Weiner, B. Achievement motivation and attribution theory. Morristown, NJ: General Learning Press, 1974.

Weiner, B. A theory of motivation for some classroom experiences. Journal of Eudcational Psychology, 1979, 71, 3–25.

Winne, P. H. Woodlands, M. J. , & Wong, B. Y. L. Comparability of self-concept among learning disabled, normal and gifted students. Journal of Learning Disabilities, 1983, 15, 470–475.

Wortman, C. B. , & Brehm, J. W. Responses to uncontrollable outcomes: An integration of reactance theory and the learned helplessness model. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 8). New York: Academic Press, 1975.