Learned helplessness and reinforcement responsibility in children.

Dweck, Carol S.; Reppucci, N. Dickon

doi:10.1037/h0034248

Cited by 624 publications

(353 citation statements)

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“…Which are the most important ones I the factors that would have an influence on students" English learning? (3). Whether gender differences exist between male and female students?…”

Section: Discussionmentioning

confidence: 99%

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An Investigation and Analysis of Attribution Preference and Gender Difference of Non-English Majors‟ English Learning—Based on Investigation of Non-English Majors in Tianjin Polytechnic University

Wu¹

2011

JLTR

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Abstract-This paper investigates 97 non-English majors' attribution preference of their English learning (including 52 female students and 45 male students) by using Weiner's attribution theory. All of the participants are from the Tianjin Polytechnic University (TJPU). According to the data, this paper discusses and analyses the new trends and features between the gender difference and students' attribution preference of their English learning. The results show that the female and male students' attribution preference are basically correct and reasonable and tend to be the same, but some problems still exist. Index Terms-English learning, attribution preference, gender difference I. INTRODUCTIONAttribution theory, as one of the new research topics in the contemporary psychology, is widely applied in the education, management and clinical practice in recent years. It can provide the theoretical basis to explain and infer people"s actions and the causality of activities. From the perspective of the foreign language education, the scholars in China have studied it in the following three aspects: (1). the research of students" self-attribution. (2). the research of the attribution training. (3). the attribution research of teachers" teaching. However, it is rare now that the study of attribution preference of male and female students (Zhang, 2007). This paper focuses on studying the attribution preference in non-English majors" English learning and whether gender differences exist between male and female students or not, which can offer the real and accurate information for teachers and the teaching practice, so that students" English learning can be improved effectively. II. LITERATURE REVIEW A. Attribution TheoryIt is very important for learners to explain his/her successes or failures about his/her learning from the cognitive point of view. This is because the learners" motivation of learning the similar things can be decided to some extent by how s/he gave the attribution explanation about his/her former results of learning. Attribution refers to people always attribute their successes or failures, perceived by themselves, to some certain reasons. In seeking to understand better the ways in which people make sense of events in their lives, the social psychologist Fritz Heider began to develop in the 1940s and 50s what he termed a "naive" psychology of the layperson (Heider, 1944(Heider, , 1958. A central aspect of Heider"s theory was that it was how people perceived events rather than the events in themselves that influenced behavior. When required to give reasons for the outcomes of events or the behaviors, Heider suggested that people would tend to refer to a limited range of internal (personal) and external (environmental) factors. Psychologist Bernard Weiner drew together Heider"s view of attribution and the theory of control, and he proposed his own influential version of attribution theory in 1970s

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“…Which are the most important ones I the factors that would have an influence on students" English learning? (3). Whether gender differences exist between male and female students?…”

Section: Discussionmentioning

confidence: 99%

“…The attribution elements of ability and task difficult belong to the stable factors, and others belong to the unstable factors. (3). Controllability, which refers to whether the factors can be controlled by clients" hopes.…”

mentioning

confidence: 99%

An Investigation and Analysis of Attribution Preference and Gender Difference of Non-English Majors‟ English Learning—Based on Investigation of Non-English Majors in Tianjin Polytechnic University

Wu¹

2011

JLTR

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“…To the extent that their theory is a fundamental component of their world view, entity theorists may actually be motivated to flee (or in some cases debunk) this information, because it suggests that their basic understanding of people and personality may be incorrect. Indeed, an ample literature demonstrates the ill psychological effects of having one's basic assumptions about the world violated (Dweck & Reppucci, 1973;Higgins & Silberman, 1998;Janoff-Bulman, 1992;Seligman, 1975). Therefore, it is reasonable to suppose that an episode in which one's assumptions are temporarily called into question may initiate some form of defensive processing.…”

Section: A Complementary Motivational Componentmentioning

confidence: 99%

Person theories and attention allocation: Preferences for stereotypic versus counterstereotypic information.

Plaks

Stroessner²,

Dweck³

et al. 2001

Journal of Personality and Social Psychology

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216

241

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How do people respond to information that counters a stereotype? Do they approach it or avoid it? Four experiments showed that attention to stereotype-consistent vs. -inconsistent information depends on people's implicit theories about human traits. Those holding an entity theory (the belief that traits are fixed) consistently displayed greater attention to (Experiments 1 and 4) and recognition of (Experiments 2 and 3) consistent information, whereas those holding an incremental (dynamic) theory tended to display greater attention to (Experiment 1) and recognition of (Experiment 3) inconsistent information. This was true whether implicit theories were measured as chronic structures (Experiments 1, 2, and 4) or were experimentally manipulated (Experiment 3). Thus, different a priori assumptions about human traits and behavior lead to processing that supports versus limits stereotype maintenance.

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“…In many experiments, both possibilities exist since positive ("right") feedback and negative ("wrong") feedback were employed (Benson & Kennelly, 1976;DankerBrown & Baucom, 1982;Griffith, 1977;Hiroto & Seligman, 1975;Klein, Fencil-Morse, & Seligman, 1976;Nation & Massad, 1978;Roth & Bootzin, 1974). Even when more direct positive reinforcers have been used, negative verbal feedback still occurred (Dweck & Reppucci, 1973).…”

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confidence: 99%

Interference and facilitation produced by noncontingent reinforcement in the appetitive situation

Job

1988

Animal Learning & Behavior

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The results of experiments on learned helplessness in the appetitive situation have varied from facilitation to debilitating effects produced by exposure to uncontrollable food. The conditions under which the interference effect (debilitation) may occur were examined in the first three experiments, employing the triadic design. Sixteen sets of conditions were examined. The results suggested that the effect occurs when (l) subjects are preexposed to the manipulandum to be used in the test stage, by having it present during pretreatment with uncontrollable food, and (2) the manipulandum employed during pretreatment is absent during the test stage. Furthermore, under the reverse conditions (test manipulandum absent during pretreatment, and pretreatment manipulandum present during testing) and partial reinforcement of the response contingent subjects during pretreatment, the test performance of rats exposed to uncontrollability was facilitated. Experiment 4 confirmed the occurrence of the interference effect under the suggested conditions. Apparently inconsistent results of previous studies may be interpreted in the light of these findings. 451Dogs, rats, Mongolian gerbils, and domestic chickens exposed to uncontrollable electric shock subsequently show retarded escape and avoidance learning when compared with subjects given no prior shock or given prior escapable shock (Brown

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Learned helplessness and reinforcement responsibility in children.

Cited by 624 publications

References 9 publications

An Investigation and Analysis of Attribution Preference and Gender Difference of Non-English Majors‟ English Learning—Based on Investigation of Non-English Majors in Tianjin Polytechnic University

An Investigation and Analysis of Attribution Preference and Gender Difference of Non-English Majors‟ English Learning—Based on Investigation of Non-English Majors in Tianjin Polytechnic University

Person theories and attention allocation: Preferences for stereotypic versus counterstereotypic information.

Interference and facilitation produced by noncontingent reinforcement in the appetitive situation

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