Reinforcing behavior of "naive" trainers.

Lanzetta, John T.; Hannah, T. Edward

doi:10.1037/h0027044

Cited by 78 publications

(38 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While Lanzetta and Hannah (1969) and Weiner and Kukla (1970) have noted a relationship between teachers' attributions and their reward-punishment feedback for pupils, this study indicates that broader dimensions of teachers instructional prescriptions are also related to their attributions. The findings also support a thesis extensively examined in teacherexpectancy literature, namely that teachers' cognitions concerning pupils are related to their instructional interactions with them.…”

Section: Relationship Between Attributions and Prescriptionscontrasting

confidence: 61%

Regular-Classroom Teachers' Attributions and Instructional Prescriptions for Handicapped and Nonhandicapped Pupils

Palmer

1979

J Spec Educ

View full text Add to dashboard Cite

The study examined regular-classroom teachers' attributions and instructional prescriptions for normal achieving (NA), educationally handicapped (EH), and educable mentally retarded (EMR) pupils. Teachers were provided an experimental packet containing simulated background and current achievement information on an NA, EH, or EMR pupil. Background descriptive information reflecting an NA, EH, or EMR pupil affected teachers' failure but not success attributions as well as the manner in which they revised their failureattribution ratings. In addition, it was found that teachers' initial instructional prescriptions were anchored by descriptive information reflecting characteristics of NA, EH, and EMR pupils. However, as teachers continued to receive current achievement information their instructional decisions appeared to be more weighted on pupils' current performance and less on achievement history. Findings are discussed in light of attributional research and current federal legislation mandating education of handicapped pupils in regular-education settings to the maximum extent possible.Attribution theorists are concerned with individuals' perceptions of causes of events in their environments (Kelley, 1967;Weiner, 1972). Of particular interest to educators are the attributional investigations of Weiner and his colleagues (see Weiner, 1972Weiner, , 1974, who examined the antecedents and behavioral consequences of individuals' perceptions of the causes of their own and others' successes and failures on tasks. Moreover, there is evidence to suggest that teachers' educational prescriptions are, in part, a function of their attributions for student success and failure on achievement tasks. Research in attribution theory may be interpreted to suggest that a teacher may ascribe the following attributions for pupil performance: pupil ability, effort, mood, or luck; task difficulty; or teacher ability and effort (Rosenbaum, Note 1; Weiner, 1972). Weiner and Kukla (1970) reported that manipulation of information regarding pupil ability, effort, and performance on a task affected teachers' rewardpunishment feedback to the pupils. In addition, findings from research on teacher expectations may be interpreted to suggest that information on students' ability, for instance, IQ scores and labels such as &dquo;gifted,&dquo; may affect teacher interactions with students (Rubovits & Maehr, 1971).'This paper is based on a dissertation submitted to the University of California, Los Angeles, in partial fulfillment of the requirements for the doctoral degree. at MCMASTER UNIV LIBRARY on March 31, 2015 sed.sagepub.com Downloaded from 326With the passage of P.L. 94-142, it is required that exceptional pupils be placed in the least restrictive educational alternative. That is, to the maximum extent possible, handicapped pupils are to be educated with children that are not handicapped. Therefore, many exceptional pupils classified as educationally handicapped (EH) -i.e., pupils of normal intelligence exhibiting behavioral and/or learning p...

show abstract

Section: Relationship Between Attributions and Prescriptionscontrasting

confidence: 61%

Regular-Classroom Teachers' Attributions and Instructional Prescriptions for Handicapped and Nonhandicapped Pupils

Palmer

1979

J Spec Educ

View full text Add to dashboard Cite

show abstract

“…Subjects in an experiment by Lanzetta and Hannah (1969) acted as trainers, and were given the power to reward and punish another's performance at a discrimination task. The reward could be either of two amounts of monetary payment, and the punishment either of two intensities of shock.…”

Section: Teacher Behavior: Rewards and Punishmentsmentioning

confidence: 99%

Attribution Theory, Achievement Motivation, and the Educational Process

Weiner¹

1972

Review of Educational Research

371

206

View full text Add to dashboard Cite

Section: Attribution Theorymentioning

confidence: 97%

“…The nature of the causal attribution associated with the success or failure outcome has been found to affect the evaluative judgment of that outcome (Rest, Nierenbcrg, Weincr, & Heckhausen, 1973;Lanzetta & Hannah, 1969). For example, greater punishment is administered to individuals who supposedly fail at an easy as opposed to a difficult task, for it often is assumed that such individuals lacked effort (Lanzetta & Hannah, 1969). In a series of studies in which college and high school subjects were asked to role play a teacher evaluating student performance, it was reported that evaluations were positively related to the amount of effort supposedly expended by pupils and inversely related to the level of ability these pupils were reported to have had (Weiner & Kukla, 1970).…”

Section: Attribution Theorymentioning

confidence: 98%

Effects of failure: Alternative explanations and possible implications

Clifford

1979

Educational Psychologist

View full text Add to dashboard Cite

Reinforcing behavior of "naive" trainers.

Cited by 78 publications

References 6 publications

Regular-Classroom Teachers' Attributions and Instructional Prescriptions for Handicapped and Nonhandicapped Pupils

Regular-Classroom Teachers' Attributions and Instructional Prescriptions for Handicapped and Nonhandicapped Pupils

Attribution Theory, Achievement Motivation, and the Educational Process

Effects of failure: Alternative explanations and possible implications

Contact Info

Product

Resources

About