NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED001346
Record Type: RIE
Publication Date: 1964-May
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
MOTIVATIONAL DETERMINANTS IN THE PERFORMANCE OF RETARDED CHILDREN.
ZIGLER, EDWARD
MANY OF THE REPORTED BEHAVIORAL DIFFERENCES BETWEEN FAMILIAL RETARDATES AND NORMAL CHILDREN OF THE SAME MOTOR ABILITY ARE PRODUCTS OF A VARIETY OF DIFFERENCES IN MOTIVATION RATHER THAN PERMANENT EFFECTS OF MENTAL RETARDATION ITSELF. MANY RESEARCHERS, HOWEVER, HAVE TAKEN THE POSITION THAT MENTAL RETARDATES ARE INHERENTLY "DIFFERENT." THIS IS A MISCONCEPTION. A PERFORMANCE ON EXPERIMENTAL TASKS INVOLVE BOTH COGNITIVE AND EMOTIONAL FACTORS. THE PART PLAYED BY DIFFERENCES IN HISTORIES OF NORMAL AND FAMILIAL-RETARDED CHILDREN IN PRODUCING DIFFERENCES IN PERFORMANCE WAS INVESTIGATED. SEVERAL STUDIES ARE SUMMARIZED. INSTITUTIONALIZED, RETARDED CHILDREN, RELATIVELY DEPRIVED OF ADULT CONTACT AND APPROVAL, HAVE A HIGHER MOTIVATION TO SECURE SUCH CONTACT AND APPROVAL THAN DO NORMAL CHILDREN. BECAUSE OF THEIR ENVIRONMENT, INSTITUTIONALIZED, RETARDED CHILDREN REACT DIFFERENTLY TO BEHAVIOR REINFORCEMENT PATTERNS THAN DO NORMAL CHILDREN. THEY ALSO HAVE LEARNED TO EXPECT, AND SETTLE FOR, LOWER DEGREES OF SUCCESS THAN HAVE NORMAL CHILDREN.
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Yale Univ., New Haven, CT.
Identifiers: CONNECTICUT; Connecticut (New Haven)