Emotional Development in Atypical Children

By Michael Lewis; Margaret Wolan Sullivan | Go to book overview
Save to active project

Attributional Beliefs of Persons With Mild Mental Retardation

Lisa A. Turner University of South Alabama

For some time, research in the area of mental retardation (MR) has focused on cognitive deficits. These deficits, as measured by IQ, are one of the defining features of MR. Numerous studies have identified the cognitive deficits (e.g., Ellis, 1970), developed procedures to remediate them (e.g., Brown & Barclay, 1976), and suggested methods to promote generalization of newly trained skills (e.g., Turner, Dofny, & Dutka, 1994). Although this focus on cognitive skills has been fruitful, the larger social and emotional experience of persons with MR has often been ignored. If the question, "Do we want smart kids or happy kids?" was asked, a review of the research literature would imply that we are most interested in smart kids.

However, recently, it has become clear that a child's cognitive skills are not independent of his or her social and emotional experience. An influential link between cognition and emotion is an individual's beliefs about the self. A person's belief in his or her ability to impact outcomes influences cognitive activities such as task selection ( Elliot & Dweck, 1988), strategy use ( Turner, Dofny, & Dutka, 1994), and persistence ( Andrews & Debus, 1978). These attributional beliefs also influence the self-conscious evaluate emotions of pride and shame ( Lewis, 1993). An individual who experiences success and attributes that success to factors within his or her control will experience pride. However, if success is attributed to factors outside of the individual, pride will not be the resultant emotion.

Although attributional beliefs are an influential factor in cognition and emotion, there have been few theoretical attempts to integrate these


Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Cite this page

Cited page

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited page

Bookmark this page
Emotional Development in Atypical Children


Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen
/ 286

matching results for page

Cited passage

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?