Rotter's social learning theory is applied to the learned helplessness paradigm, and is used to analyze (1) expectancy change processes occurring during helplessness training and (2) the generalization of those changes to other situations. Literature on individual and situational differences is also reviewed. (Author/SS)

Assessed effects of an individual's temporal pattern of success on attributions of responsibility for winning or losing simulated free throw contests. The player on a winning team who scored at the end was judged responsible for the outcome. (Author/BEF)

Tested attribution are driven by control motivation and that attributional activity increases following an experience with lack of control. Subjects were given high, low, or no helplessness training and tested for motivational variations. (Author/SS)

Tests the proposition that both foreseen and foreseeable consequences can lead to the arousal of cognitive dissonance, and predicts that self-justificatory attitude change would occur in the foreseen conditions, regardless of whether subsequent information about the occurrence of the consequence was ever given. Subjects were 60 undergraduate…

Focuses upon informational social comparison and examines the proposal that such comparison can be motivated by two quite different concerns: constructive process and validation process. Subjects were 77 freshmen. (MP)

"Structure" and "consideration" are used as determinants in applying leadership theory to students' evaluation of their college instructors. (Editor)

Illustrates a general strategy for detecting motives that people wish to conceal. Subjects were college students. (MP)

In 2 studies, age differences in children's self-evaluative responses as a function of success/failure outcome and task ease information were explored. (SB)

Argues that causal understanding is a developmental primitive: children develop core concepts of causality at a very early age, causality plays a necessary role in subsequent development across many domains, and basic causal processes can be activated automatically or implicitly. (HTH)

In productive constructionism, a teacher's job is to fuse students' knowledge with what experts know, not to favor one over the other. Teachers do not promote understanding by permitting students' constructions to stand even though they clash with experts' constructions. Student engagement in problem-solving tasks is crucial, but so is…

Argues that attributional bias research is applicable to foreign-language communication. Shows that communicating in a foreign language can lead to changes in perceptions of motivation, foreign-language ability, and familiarity with the subject being communicated. (SR)

Three predictions are supported by experiments with 17 autistic children, aged 9-19: autistic children will fail to distinguish mental and physical entities, they will be unaware of the mental function of the brain, and they will be unable to contemplate their own mental states. Results suggest that these deficiencies are autism-specific.…

A study showed that 5- to 15-year-old children first employed Heider's commission rule, then his intentionality rule, and finally the foreseeability rule at about 11 years of age. Results suggest that both the Heider and Piaget attribution research traditions were correct in part. (RH)

States that although crisis management has evolved rapidly in the past decade, the symbolic aspect of crisis management has been ignored. Indicates little research has been done to examine the effects of crisis-response strategies to see how they shape public opinion. Presents a list of guidelines for appropriate use of a given strategy (based on…