Descriptions of task performances by young and old women were judged by young (N=352) and old (N=96) women on Weiner attributions of ability, effort, task difficulty, and luck, and on chronological age. Found age more strongly endorsed for failure of the older, and success of the younger person. (Author/RC)

Examines four individual causal attributions (ability, effort, context, and luck) for success and failure in social affilation. Both an internal-external dimension and a stable-unstable dimension were used. Subjects were 684 university students from India, Japan, South Africa, United States, and Yugoslavia. (Author/MP)

The Classroom Strategy Survey (CSS) is an investigation of teachers' thinking about strategies for coping with 12 types of problem students. Teachers were interviewed with a series of vignettes. This report deals with teachers' responses to the vignettes. (Author/GK)

Investigates the relationship between an observer's familiarity with the normal, truthful communicative behavior of an individual, and the observer's ability to detect deception on the part of that individual. Provides an experimental test of the degree of linearity between familiarity and judgmental accuracy in detecting deception. (JMF)

Conceptualization and measurement of the control dimension is discussed from three theoretical perspectives: social learning, attribution, and intrinsic motivation theories. For each of these, evidence on the relationship between achievement and perceptions of control is summarized. Recommendations are made for research which will advance…

The authors conducted a developmental test of the discounting principle (that the role of a given cause in producing effects is reduced if other plausible causes are also present) by showing an animated film to kindergarten and second-grade children. Results conflicted with previous research findings. (Author/DB)

Clinicians and nonclinicians made causal attributions to actor behaviors. Analysis showed clear observer attribution bias for both groups. A greater bias occurred with deviant actor behavior and in situations that featured actor actions over opinions over emotions. Results are discussed in terms of applicability to clinical practice. (Author/JAC)

Instructors were taught that pupil ability was either extrinsic or intrinsic, and were led to believe one pupil possessed high ability and one low ability. Instructors adopted teaching strategies based on the theory of ability they had been taught. Pupils behaved in ways which confirmed teacher expectations. (Author/DB)

Effects of actually earned and randomly assigned grades were investigated. Earned grade had minor effects on evaluation of the instructor, but less adequate students were found to show greater evaluation-rating shifts as a function of manipulations performed. Responses made to attribution questions were consonant with reponses to evaluation items.…

Results indicate a positive relationship between talking rate and leadership choice. People show the greatest liking for those with moderate levels of talking. (Author/BEF)

Results indicated that higher situational attributions were found when the actor's behavior was congruent with, rather than in contrast to, the expected consensus, particularly when the behavior was undesirable. (Author)

American and Pakistani college and high school students rated self and 15 significant others on a rating scale. Results demonstrated substantial cross-cultural generality of psychosocial characteristics attributed to self and others and significant cultural differences in self-esteem and esteem of others as well as other reported results.…

Examined high school students' perceptions of behavioral deviations from sex roles. Reports that perceptions varied depending on whether subjects were making attributions toward a member of their own sex or the opposite sex. (ST)

The effects of a common dimension within a model's performance on different aspects of observational learning were examined in two experiments. Subjects were 220 second-grade children. (Author/MP)

College students rated stimulus persons after reading paragraphs that varied the sex, ages and the order of presenting the stimulus persons. When tested first, female stimulus persons received favorable ratings on masculine as well as feminine traits. (Author/JAC)