Margaret M Clifford
Biographic Data
| ID | 274658 |
|---|---|
| NAME | Margaret M Clifford |
| GIVEN NAMES | Margaret M |
| FAMILY NAME | Clifford |
| SIGNATURE | CLIFFORD M M |
| AFFILIATIONS | University of Iowa |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 34 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1971 |
| LATEST PUBLICATION YEAR | 1992 |
| H-INDEX | 3 |
Research news and Comment
Goal Source, Goal Difficulty, and Individual Difference Variables as Predictors of Responses to Failure
S ummary . Three levels of goal difficulty (easy, moderate, difficulty) and three levels of goal source (i.e., self, other, self + other) were simultaneously examined along with two individual difference variables (i.e., mastery and failure tolerance) as predictors of responses to failure outcomes. College students majoring in education studied and gave opinions on a teacher‐training activity as well as on a particular student's failure experienc…
Failure Tolerance and Academic Risk‐taking in Ten‐ to Twelve‐year‐old Students
S ummary . The two‐fold purpose of this study was to validate the School Failure Tolerance (SFT) scale and to identify developmental patterns and sex differences in children's academic risk‐taking and tolerance for failure. Fourth‐, fifth‐, and sixth‐graders were given the SFT and a chance to select and work 12 of 80 or 90 problems, of varying difficulty, in each of three content areas: mathematics, spelling and vocabulary. The SFT reliably predi…
The Comparative Effects of Strategy and Effort Attributions
The effects of attributing academic failure to effort or strategy were examined with the use of college students and teachers as subjects. Both the attitude and future performance of a college freshman described as receiving a GPA of 1.8 (C -) on her first semester's work were judged to be significantly more positive when poor performance was attributed to strategy in contrast to effort. A measure of perceived affect produced an interaction which…
The Effects of Ability, Strategy, and Effort Attributions for Educational, Business, and Athletic Failure
The effects of attributing educational, business, and athletic failure to low effort, low ability or use of inappropriate strategy were examined with the use of high school teachers as subjects. Strategy attributions were generally found to produce the most constructive effects. Perceived affect, support for future endeavour, and a measure of negative generalisability were rated significantly more favourably under the strategy attribution conditi…
The Effects of Quantitative Feedback on Children's Expectation of Success
S ummary . A pair of studies conducted with first, third, and fifth graders supports the prediction that concrete, quantitative feedback, as opposed to qualitative comments, increases the validity of children's expectations of their level of performance. Children were presented with a series of puzzles on which they worked under different feedback conditions. The validity of expectations was examined under two conditions, and also the attribution…
Conservation of Area
There is evidence to indicate that the experimental induction of conservation behavior is dependent upon an empirical specification of operational reversibility. On the other hand, it has been demonstrated that conservation can be induced with S-R principles which call attention to the relevant quantitative dimensions and away from irrelevant perceptual dimensions. In this study, training methods representative of these two positions are used to …
Are Common Sense Decisions Deterring Learning
S ummary . The comparison of data from two vocabulary‐learning studies involving a total of 2,483 males and females in the fifth and sixth grades suggests that ‘common sense’ decisions regarding the selection and assignment of learning materials may be inefficient if not detrimental. There is evidence to postulate that low ability pupils are the primary recipients or victims of the less effective materials. The data suggest that oversimplified le…
The Effect of Physical Attractiveness on Teacher Expectations
Rosenthal and Jacobson found that a teacher's expectations about a child's behavior strongly influence his actual behavior. Generally, teachers form their first impressions of children, and thus develop their expectations for them, from two sources of information-the children's school record and their physical appearance. In this experiment, teachers were given objective information, presumably about a child's scholastic and social potential, ac-…
Effects of Competition as a Motivational Technique in the Classroom
The use of competition with speed-related tasks in an educational setting has repeatedly been shown to increase performance (Chapman and Feder, 1917; Clayton, 1964; Clifford, 1971; Hurlock, 1927; Maller, 1929). On the other hand, Clifford, Cleary and Walster (1971) found that a competitive treatment had no effect on the performance of Ss taking a power-oriented test (i.e., a power-test or complex problemsolving test on which a time limit is impos…
The Effect of Race and Sex on College Admission
Applications for admission were sent to a random sample of 240 American colleges and universities. For three different student ability levels, forms that were identical in all respects, save race and sex, were prepared. Each college was sent a single application with a randomly assigned race, sex, and ability level. Contrary to our expectations, white applicants were accepted slightly more frequently than black. In accordance with our predictions…
The Effect of Physical Attractiveness on Teacher Expectations
Rosenthal and Jacobson found that a teacher's expectations about a child's behavior strongly influence his actual behavior. Generally, teachers form their first impressions of children, and thus develop their expectations for them, from two sources of information-the children's school record and their physical appearance. In this experiment, teachers were given objective information, presumably about a child's scholastic and social potential, ac-…
The Comparative Effects of Strategy and Effort Attributions
The effects of attributing academic failure to effort or strategy were examined with the use of college students and teachers as subjects. Both the attitude and future performance of a college freshman described as receiving a GPA of 1.8 (C -) on her first semester's work were judged to be significantly more positive when poor performance was attributed to strategy in contrast to effort. A measure of perceived affect produced an interaction which…
The Effects of Ability, Strategy, and Effort Attributions for Educational, Business, and Athletic Failure
The effects of attributing educational, business, and athletic failure to low effort, low ability or use of inappropriate strategy were examined with the use of high school teachers as subjects. Strategy attributions were generally found to produce the most constructive effects. Perceived affect, support for future endeavour, and a measure of negative generalisability were rated significantly more favourably under the strategy attribution conditi…
The Effects of Quantitative Feedback on Children's Expectation of Success
S ummary . A pair of studies conducted with first, third, and fifth graders supports the prediction that concrete, quantitative feedback, as opposed to qualitative comments, increases the validity of children's expectations of their level of performance. Children were presented with a series of puzzles on which they worked under different feedback conditions. The validity of expectations was examined under two conditions, and also the attribution…
The Effect of Race and Sex on College Admission
Applications for admission were sent to a random sample of 240 American colleges and universities. For three different student ability levels, forms that were identical in all respects, save race and sex, were prepared. Each college was sent a single application with a randomly assigned race, sex, and ability level. Contrary to our expectations, white applicants were accepted slightly more frequently than black. In accordance with our predictions…
The Effect of Race and Sex on College Admission
Applications for admission were sent to a random sample of 240 American colleges and universities. For three different student ability levels, forms that were identical in all respects, save race and sex, were prepared. Each college was sent a single application with a randomly assigned race, sex, and ability level. Contrary to our expectations, white applicants were accepted slightly more frequently than black. In accordance with our predictions…
Effects of Competition as a Motivational Technique in the Classroom
The use of competition with speed-related tasks in an educational setting has repeatedly been shown to increase performance (Chapman and Feder, 1917; Clayton, 1964; Clifford, 1971; Hurlock, 1927; Maller, 1929). On the other hand, Clifford, Cleary and Walster (1971) found that a competitive treatment had no effect on the performance of Ss taking a power-oriented test (i.e., a power-test or complex problemsolving test on which a time limit is impos…
The Effect of Physical Attractiveness on Teacher Expectations
Rosenthal and Jacobson found that a teacher's expectations about a child's behavior strongly influence his actual behavior. Generally, teachers form their first impressions of children, and thus develop their expectations for them, from two sources of information-the children's school record and their physical appearance. In this experiment, teachers were given objective information, presumably about a child's scholastic and social potential, ac-…
Are Common Sense Decisions Deterring Learning
S ummary . The comparison of data from two vocabulary‐learning studies involving a total of 2,483 males and females in the fifth and sixth grades suggests that ‘common sense’ decisions regarding the selection and assignment of learning materials may be inefficient if not detrimental. There is evidence to postulate that low ability pupils are the primary recipients or victims of the less effective materials. The data suggest that oversimplified le…
The Effects of Quantitative Feedback on Children's Expectation of Success
S ummary . A pair of studies conducted with first, third, and fifth graders supports the prediction that concrete, quantitative feedback, as opposed to qualitative comments, increases the validity of children's expectations of their level of performance. Children were presented with a series of puzzles on which they worked under different feedback conditions. The validity of expectations was examined under two conditions, and also the attribution…
Conservation of Area
There is evidence to indicate that the experimental induction of conservation behavior is dependent upon an empirical specification of operational reversibility. On the other hand, it has been demonstrated that conservation can be induced with S-R principles which call attention to the relevant quantitative dimensions and away from irrelevant perceptual dimensions. In this study, training methods representative of these two positions are used to …
The Comparative Effects of Strategy and Effort Attributions
The effects of attributing academic failure to effort or strategy were examined with the use of college students and teachers as subjects. Both the attitude and future performance of a college freshman described as receiving a GPA of 1.8 (C -) on her first semester's work were judged to be significantly more positive when poor performance was attributed to strategy in contrast to effort. A measure of perceived affect produced an interaction which…
The Effects of Ability, Strategy, and Effort Attributions for Educational, Business, and Athletic Failure
The effects of attributing educational, business, and athletic failure to low effort, low ability or use of inappropriate strategy were examined with the use of high school teachers as subjects. Strategy attributions were generally found to produce the most constructive effects. Perceived affect, support for future endeavour, and a measure of negative generalisability were rated significantly more favourably under the strategy attribution conditi…
Goal Source, Goal Difficulty, and Individual Difference Variables as Predictors of Responses to Failure
S ummary . Three levels of goal difficulty (easy, moderate, difficulty) and three levels of goal source (i.e., self, other, self + other) were simultaneously examined along with two individual difference variables (i.e., mastery and failure tolerance) as predictors of responses to failure outcomes. College students majoring in education studied and gave opinions on a teacher‐training activity as well as on a particular student's failure experienc…
Failure Tolerance and Academic Risk‐taking in Ten‐ to Twelve‐year‐old Students
S ummary . The two‐fold purpose of this study was to validate the School Failure Tolerance (SFT) scale and to identify developmental patterns and sex differences in children's academic risk‐taking and tolerance for failure. Fourth‐, fifth‐, and sixth‐graders were given the SFT and a chance to select and work 12 of 80 or 90 problems, of varying difficulty, in each of three content areas: mathematics, spelling and vocabulary. The SFT reliably predi…
Research news and Comment
Psychology (11 works) · Developmental psychology (7 works) · Social Psychology (7 works) · Attribution (3 works) · Mathematics education (3 works) · Affect (linguistics) (2 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Cognitive psychology (2 works)