Referencias
- Abramson, L.Y., Seligman, M.E.P. y Teasdale, J. (1978). Learned Helplessness in humans:Critique and reformulation. Journal of Abnormal Psychology, 87, 49–74.
- Atkinson, J.W. (1964). An Introduction to Motivation. Princeton, NJ: Van Nostrand.
- Atkinson, J.W. y Feather, N.T. (1966). A Theory of Achievement Motivation. Nueva York: Wiley.
- Balla, D., Kossan, N. y Zigler, E. (1980). Effects of preinstitutional history and institutionalization on the behavior of the retarded. Manuscrito no publicado. Universidad de Yale.
- Balla, D. y Zigler, E. (1982). Impact of institutional experience on the behavior and development of retarded persons. En E. Zigler y D. Balla (Eds.), Mental retardation: the developmental-difference controversy. Hillsdale, Nueva York: Erlbaum.
- Beck, R.C. (1978). Motivation: Theories and Principles. Englewood Cliffs, NJ: Prentice Hall.
- Blackman, L.S. y Lin, A. (1984). Generalization training in the Educable Mentally Retarded: Intelligence and its educability revisited. En P.H. Brooks, R. Sperber y Ch. Mccauley (Eds.), Learning and cognition in the Mentally Retarded. Hillsdale, NJ: Erlbaum.
- Borkowsky, J.G., Carr, M. y Pressley, M. (1987). Spontaneous strategy use: perspectives from metacognitive theory. Intelligence, 11, 61–75
- Borkowsky, J.G., Johnston, M.B. y Reid, M.K. (1987). Metacognition, motivation and controlled performance. En S.J. Ceci, Handbook of cognitive, social and neuropsychological aspects of learning disabilities (vol. II, pp. 147–173). Hillsdale, NJ: Erlbaum.
- Borkowsky, J.G. y Krause, A.J. (1985). Metacognition and attributional beliefs. En Proceedings of the XXIII International Congress of Psychology. Amsterdam: Elsiver.
- Borkowsky, J.G. y Kurtz, B.E. (1987). Metacognition and executive control. En J.G. Borkowsky y J.D. Day (Eds.), Cognition in special children (pp. 123–152). Norwood, NJ: Ablex Publishing Corporation.
- Borkowsky, J.G., Reid, M.K. y Kurtz, B.E. (1984). Metacognition and retardation: paradigmatic, theoretical and applied perspectives. En P.H. Brooks, R. Sperber y Ch. McCauley, Learning and cognition in the mentally retarded (pp. 55–75). Hillsdale, NJ: Erlbaum.
- Borkowsky, J.G., Weyhing, R.S. y Carr, M. (1988). Effects of attributional retraining on strategy-based reading comprehension in learning-disabled students. Journal of Educational Psychology, 80, 46–53.
- Borkowsky, J.G., Weyhing, R.S., y Turner, L.A. (1986). Attributional Retraining and the teaching of strategies. Exceptional Children, 53, 130–137
- Brengelman, J.C. (1975). Personalidad y rendimiento en deficientes mentales. Analrns y modification d conducta, 1, 63–82.
- Brophy, J. y Good, T.L. (1974). Teachers-students relationship: Causes and consequence. Nueva York: Holt.
- Brown, A.L. (1974). The role ef strategic behavior in retardate memory. En N.R. Ellis (Ed.), International review of research in mental retardation (Vol. 7). Nueva York: Academic Press.
- Caparulo, B.K. (1979). Mainstreaming and teachers attitudes towards mainstreaming. Their influence on the behavior of mildly retarded children. Manuscrito no publicado. Universidad de Yale.
- Cronwell, R.L. (1963). A social learning approach to mental retardation. En N.R. Ellis (Ed.), Handbook of mental deficiency. Nueva York: McGraw-Hill.
- Dsm III (1980). Diagnostic and Statistical Manual of Mental Disorders. (3a edición). Washington, DC: American Psychiatric Association.
- Ellis, N.R. y Cavalier, A.R. (1982). Research perspectives in mental retardation. En E. Zigler y D. Balla (Eds.), Mental retardation: the developmental-difference controversy. Hillsdale, Nueva York: Erlbaum.
- Ellis, N.R. y Dulaney, C.L. (1991). Further evidence of cognitive inertia of persons with mental retardation. American Journal of Mental Retardation, 93, 613–616.
- Dweck, C.S. (1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31, 674–685.
- Dweck, C.S., Davidson, W., Nelson, S. y Enna, B. (1978). Sex differences in learned helplessness (II). The contingencies of evaluative feedback in the classroom, and (III) an experimental analysis. Developmental Psychology, 14, 268–276.
- Fine, J.J. y Caldwell, T.E. (1967). Self-evaluation of school related behavior of educable mentally retarded children: a preliminary report. Exceptional Children, 34, 324–330.
- Floor, L. y Rosen, M. (1975). Investigating the phenomenon of helplessness in mentally retarded adults. American Journal of Mental Deficiency, 79, 565–572.
- Försterling, F. (1985). Attributional retraining: a review. Psychological Bulletin, 98, 495–512.
- Gibson, B.J. (1980). An attributional analysis of performance outcomes and the alleviation of learned helplessness on motor performance tasks. Tesis doctoral no publicada. Universidad de Alberta.
- Gilmor, T.M. (1978). Locus of control as a mediator of adaptive behavior in children and adolescents. Canadian Psychological Review, 19, 1–26.
- Goodman, H., Gottlieb, J. y Harrison, R.H. (1972). Social acceptance of EMRs integrated into a nongraded elementary school. American Journal of Mental Deficiency, 76, 412–417.
- Gottlieb, J. y Budoff, M. (1973). Social acceptability of retarded children in nongraded schools differing in architecture. American Journal of Mental Deficiency, 78, 15–19.
- Grossman, H.J. (1973). Manual on terminology and classification on mental Retardation. Washington, DC: American Association on Mental Deficiency.
- Grossman, H.J. (1977). Manual on terminology and classification on mental Retardation. Washington, DC: American Association on Mental Deficiency.
- Gruen, G., Ottinger, D. y Ollendick, T. (1974). Probability learning in retarded children with differing histories of success and failure in school. American Journal of Mental Deficiency, 79, 417–423.
- Gruen, G. y Zigler, E. (1968). Expectancy of success and the probability learning of middle-class, lower-class, and retarded children. Journal of Abnormal Psychology, 73, 343–352.
- Guthrie, G., Butler, A. y Gorlow, L. (1961). Patterns of selfattitudes of retardates. American Journal of Mental Deficiency, 66, 222–229.
- Guthrie, G., Butler, A. y Gorlow, L. (1963). Personality diferences between institutionalized and noninstitutionalized retardates. American Journal of Mental Deficiency, 67, 543–548.
- Guthrie, G., Butler, A., Gorlow, L. y White, G. (1964). Nonverbal expression of self-attitudes of retardates. American Journal of Mental Deficiency, 69, 42–49.
- Harter, S. (1978). Effectance motivation reconsidered: Toward a developmental model. Human Development, 21, 34–64.
- Harter, S. (1983). Developmental perspectives on the self-system. En E.M. Hetherington (Ed.), Handbook of child psychology: Socialization, personality and social development (Vol. 4). Nueva York: Wiley
- Harter, S. y Zigler, E. (1974). The assessment of effectance motivation in normal and retarded children. Developmental Psychology, 10, 169–180.
- Haywood, H.C. (1967). Experimental factors in intellectual development: The concept of dynamic intelligence. En N.J. Zubin y G.A. Jervis (Eds.), Psychopatology of Mental Development. Nueva York: Grune & Straton.
- Haywood, H.C. y Burke, W.P. (1977). Development of individual differences in intrinsic motivation. En I.C. Uzgiris y F. Weizmann (Eds.), The structuring of experience. Nueva York: Plenum.
- Haywood, H.C., Meyers, C.E. y Switzky, H.N. (1982). Mental Retardation. Annual Review of Psychology, 33, 309–342.
- Haywood, H.C. y Switzky, H.N. (1986). Intrinsic motivation and behavior effectiveness in retarded persons. En N.R. Ellis (Ed.), International review of research in mental retardation. (Vol. 14, pp. 1–46). Nueva York: Academic Press.
- Herzberg, F., Mausner, B. y Synderman, B.B. (1959). The motivation to work. Nueva York: Wiley.
- Hoffman, J. y Weiner, B. (1978). Effects of attributions for success and failure on the performance of retarded adults.American Journal of Mental Deficiency, 82, 449–452.
- Horai, J. y Guarnaccia, V.J. (1975). Performance and attributions to ability, effort, task and luck of retarded adults after success or failure feedback. American Journal of Mental Deficiency, 79, 690–694.
- Hull, C.L. (1943). Principles of Behavior. Nueva York: Appleton-Century-Crofts.
- ICD 9 (1978). Novena Revisión de la Clasificación Internacional de Enfermeedades. Ginebra: OMS
- Jacobsen, B., Lowery, B. y Ducette, J. (1986). Attributions of learning disabled children. Journal of Educational Psychology, 78, 59–64.
- Jordan, T.E. y Decharms, R. (1959). The achievement motive in normal and mentally retarded children. American Journal of Mental Deficiency, 64, 457–466.
- Keogh, B.K., Cahill, C.W. y Macmillan, D.L. (1972). Perception of interruption by educationally handicapped children. American Journal of Mental Deficiency, 77, 107–108.
- Kier, R.J. y Zigler, E. (1975). Success expectancy and the probability learning of children of low and middle socioeconomic status. Manuscrito no publicado. Universidad de Yale.
- Kreitler, S., Zigler, E. y Kreitler, H. (1990). Rigidity in mentally retarded and nonretarded children. American Journal of Mental Retardation, 94, 550–562.
- Kurtz, B.E. y Borkowsky, J.G. (1984). Children's metacognition: exploring relations among knowledge, processes and motivational variables. Journal of experimental child psychology, 37, 335–354.
- Lavelle, N. (1977). Parents' expectations and causal attributions concerning their children's performance on school related tasks. Disertación doctoral no publicada. Universidad de California, Los Angeles.
- Leahy, R.L., Balla, D. y Zigler, E. (1982). Role-taking, self-image and imitativeness of mentally retarded and nonretarded individuals. American Journal of Mental Deficiency, 86, 372–379.
- Lefcourt, H.M. (1976). Locus of control: Current trends in theory and research. Hillsdale, NJ: Erlbaum
- Licht, B.G., Kistner, J.A., Ozkaragoz, T., Shapiro, S. y Clausen, L. (1985). Causal attributions of learning disabled children: Individual differences and their implications for persistence. Journal of Educational Psychology, 77, 208–216.
- Macmillan, D.L. (1975). The effect of experimental success and failure on the situational expectancy of EMR and nonretarded children. American Journal of Mental Deficiency, 80, 90–95.
- Macmillan, D.L. (1977). Mental retardation in school and socity. Boston: Little, Brown.
- Macmillan, D.L. y Keogh, B.K. (1971). Normal and retarded children's expectancy for failure. Developmental Psychology, 4, 343–348.
- Macmillan, D.L., Keogh, B.K. y Jones, R.L. (1986). Special educational research on mildly handicapped learners. En M.C. Wittrock (Ed.), Handbook of Research on Teaching (pp. 686–724). Nueva York: Macmillan.
- Meyerowitz, J. (1962). Self-derogations in young retardates and special class placement. Child Development, 33, 443–451.
- Montero Viejo, L., Mendieta, R., García Agius, M.D. y Pérez Díaz-flor, C. (1988). Estudio diferencial de la atribución causal en tres muestras de alumnos: normales, fracaso escolar y deficientes mentales. Revista de la Escuela Universitaria de Trabajo Social, 1, 175–203.
- Overmier, J.B. y Seligman, M.E.P. (1967). Effects of inescapable shock upon subsequent escape and avoidance responding. Journal of Comparative and Psychological Psychology, 62, 28–33.
- Palmer, D.J. (1979). Regular-classroom teachers attributions and instructional prescriptions for handicapped and nonhandicapped pupils. The Journal of Special Education, 13, 325–337.
- Purkey, W.W. (1970). Self-concept and school achievement. Englewood Cliffs, NJ: Prentice-Hall.
- Raber, S.M. y Weisz, J.R. (1981). Teacher feedback to mentally retarded and nonretarded children. American Journal of Mental Deficiency, 86, 148–156.
- Reid, M.K. y Borkowsky, J.G. (1987). Causal attributions of hiperactive children: implications for teaching strategies and selfcontrol. Journal of Educational Psychology, 79, 296–307.
- Reiter, S. (1990). Patterns of vocational interests and work motivation among mentally retarded adults attending vocational rehabilitation centres. International Journal of Rehabilitation Research, 13, 37–46.
- Reiter, S., Friedman, L. y Molcho, M. (1985). Motivation, vocational interests and job satisfaction of mentally retarded adults. International Journal of Rehabilitation Research, 8, 19–28.
- Renick, M.J. y Harter, S. (1984). Self-evaluative processes in the learning disabled child. Manuscrito no publicado. Universidad de Denver.
- Rotter, J.B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1–28.
- Russell, D. (1982). The Causal Dimension Scale: a measure of how individuals perceive causes. Journal of Personality and Social Psychology, 6, 1137–1145.
- Seligman, M.E.P. (1975). Helplessness: On depression, development and death. San Francisco: Freeman.
- Severance, L.J. y Gasstrom, L.L. (1977). Effects of the label «mentally retarded» on causal explanations for success and failure outcomes. American Journal of Mental Deficiency, 81, 547–555.
- Short, E.J. y Weissberg-Benchell, J.A. (1989). The triple alliance for learning: cognition, metacognition and motivation. En Ch.B. Mccormick, J. Miller y M. Pressley (Eds.), Cognitive strategy research (pp. 33–63). Nueva York: Springer-Verlag.
- Silon, E.L. y Harter, S. (1985). Assessment of perceived competence, motivational orientation, and anxiety in segregated and mainstreamed educable mentally retarded children. Journal of Educational Psychology, 77, 217–230.
- Towne, R. y Joiner, L. (1966). The effect of special class placement on the self-concept of ability of the educable mentally retarded child. (U.S. Office of Education). East Lansing Michigan State University.
- Turner, L.A., Mitchell, E. y Dutka, S. (1994). Effect of strategy and attribution training on strategy maintenance and transfer. American Journal on Mental Retardation, 98, 445–454.
- Van Overvalle, F. (1989). Structure of freshmen causal attributions for exam performance. Journal of Educational Psychology, 81, 400–407.
- Van Overvalle, F. y De Mertsenaere M. (1990). The effects of attribution-based interventions and study strategy training on academic achievement in college freshmen. British Journal of Educational Psychology, 60, 299–311.
- Van Overvalle, F., Segebarth, K. y Goldschstein, M. (1989). Improving performance of freshmen through attributional testimonies from fellow students. British Journal of Educational Psychology, 59, 75–85.
- Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3–25.
- Weiner, B. (1986). An attributional theory of motivation and emotion. Nueva York: Springer-Verlag.
- Weisz, J.R. (1979). Perceived control and learned helplessness among mentally retarded and nonretarded children: a developmental analysis. Developmental Psychology, 15, 311–319.
- Weisz, J.R. (1981). Learned helplessness in black and white children identified by their schools as retarded and nonretarded: performance deterioration in response to failure. Developmental Psychology, 17, 499–508.
- Weisz, J.R (1982). Learned helplessness and the retarded child. En E. Zigler y D. Balla (Eds.), Mental retardation: the developmental difference controversy. Hillsdale, Nueva York: Erlbaum.
- Weisz, J.R, Yeates, K.O. y Zigler, E. (1982). Piagetian evidence and the developmental-difference controversy. En E. Zigler y D. Balla (Eds.), Mental Retardation: the developmental-difference controversy. Hillsdale, Nueva York: Erlbaum.
- White, R.W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297–337.
- Wong, B. (1980). Motivation for learning in mildly handicapped adolescents and young adults: a review of related theories. Exceptional Education Quarterly, 1 (2), 37–46.
- Yul Lee, D. y Synnyk, R. (1976). Self-perception of intrinsic and extrinsic motivation: Effects in institutionalized mentally retarded adolescents. American Journal of Mental Deficiency, 81, 331–337.
- Zigler, E. (1969). Developmental versus difference theories of mental retardation. American Journal of Mental Deficiency, 73, 536–556.
- Zigler, E. (1982a). Developmental versus difference theories of mental retardation and the problem of motivation. En Zigler, E. y Balla, D. (Eds.), Mental retardation: the developmental-difference controversy. Hillsdale, Nueva York: Erlbaum.
- Zigler, E. (1982b). MA, IQ and the developmental-difference controversy. En E. Zigler y D. Balla (Eds.), Mental retardation: the developmental-difference controversy. Hillsdale, Nueva York: Erlbaum.
- Zigler, E. y Balla, D. (1972). Developmental course of responsiveness to social reinforcement in normal children and institutionalized retarded children. Developmental Psychology, 6, 66–73.
- Zigler, E. y Balla, D. (1982a). The developmental approach to mental retardation (Introduction). En E. Zigler y D. Balla (Eds.), Mental retardation: the developmental-difference controversy. Hillsdale, Nueva York: Erlbaum.
- Zigler, E. y Balla, D. (1982b). Motivational and personality factors in the performance of the retarded. En E. Zigler y D. Balla (Eds.), Mental retardation: the developmental-difference controversy. Hillsdale, Nueva York: Erlbaum.
- Zigler, E. y Balla, D. (1982c). Rigidity: A resilient concept. En E. Zigler y D. Balla (Eds.), Mental retardation: the developmental-difference controversy. Hillsdale, Nueva York: Erlbaum.
- Zigler, E., Balla, D. y Watson, N. (1972). Developmental and experimental determinants of self-image disparity in institutionalized and noninstitutionalized retarded and normal children. Journal of Personality and Social Psychology, 23, 81–87.
- Zigler, E. y Labry, J. (1962). Concept switching in middle-class, lower-class and retarded children. Journal of Abnormal and Social Psychology, 65, 267–273.
- Zigler, E. y Unell, E. (1962). Concept switching in normal and feebleminded children as a function of reinforcement. American Journal of Mental Deficiency, 66, 651–657.
- Zoeller, C., Mahoney, G. y Weiner, B (1983). Effects of attribution training on the assembly task performance of mentally retarded adults. American Journal of Mental Deficiency, 88, 109–112.