Personality and Motivational Differences in Persons with Mental Retardation

Personality and Motivational Differences in Persons with Mental Retardation

Personality and Motivational Differences in Persons with Mental Retardation

Personality and Motivational Differences in Persons with Mental Retardation

Synopsis

This book presents the most comprehensive review of research regarding personality and motivational differences in persons with mental retardation. From the personal commentary of Edward Zigler, H. Carl Haywood, and Harvey N. Switzky, the book summarizes the classical work of the Yale and Peabody-Vanderbilt School over the last 40 years. A sampling of new directions in research is provided, including work on self-determination theory and practice; decision making; direct and indirect effects of genetic mental retardation syndromes on personality; personality and psychopathology in genetic mental retardation syndromes; a new theory of information processing linking cognition, motivation, and performance; and a sensitivity theory of motivation. This definitive work presents older and evolving newer models and applications to the field in order to demonstrate the power of motivational variables in understanding the behavior of persons with mental retardation. The purpose is to enhance the quality of life in persons with mental retardation and other developmental disabilities.

Excerpt

The importance of the contribution of internal self-regulatory motivational and personality variables related to the outcome performance of persons with mental retardation has been sadly overlooked by scholars, teachers and practitioners within the area of mental retardation. In my opinion, internal personality and self-regulatory motivational system processes in learners with mental retardation have been ignored because of the historical reliance of the field on both Skinnerian behavioral models with their emphases on external stimuli as modulators of outcome performance, and on the rise of cognitive models that did stress that internal “thinking processes” mediated behaviour but left out the influence of mediational personality and self-regulatory motivational processes on outcome performance as well as the physical and social contexts in which learning and performance occurs (Belmont & Butterfield, 1971; Berkson, 1993; Bialer, & Sternlicht, 1977; Cobb & Bowers, 1999; Schroeder, 1990; Robinson, Patton, Pollaway, & Sargent, 1989). Concerns with developmental and internal self-regulatory motivational and personality processes . . .

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