Learning disabled and nondisabled children were asked to explain their high and low scores on a bowling game under conditions of either high or low success. Nondisabled children experiencing a low degree of success made more specific analyses of their performances than did nondisabled children experiencing a high degree of success; however, learning disabled children's explanations did not differ over the two conditions. In addition, the children's perceptions of and attributions about their performances were assessed. Results are discussed in terms of their implications for the widely reported strategy-production deficits of learning disabled children.
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