Probability learning in retarded children with differing histories of success and failure in shcool

The effects of school-induced success and failure experiences on the probability-learning performances of retarded children were investigated. In previous laboratory research, the hypotheses has been suggested that failure experiences would lead to greater maximization, less patterning, and less shifting of responses than success experiences. Fifteen retarded children exposed to repeated failure in the classroom, 15 retarded children exposed to a relatively high level of success in special-education classes, and 15 nonretarded children served as subjects. All subjects were matched for MA. The hypothesis suggesting that the laboratory findings generalized to the classroom was confirmed. In addition, it was found that locus of control and need for achievement were significant correlates of probability-learning performance. However, only locus of control differentiated the subject groups.