Conceptualization of success and failure in mentally retarded and normal children1


  • 1

    This paper is based on a dissertation submitted m partial fulfillment of the requirements for the Ph.D degree in psychology at George Peabody College for Teachers, Nashville, Tennessee. The winter wishes to express his appreciation to Rue L Cromwell for his help with the study and for critical reading of drafts of the paper, and to Claude J Bartlett for his and with the statistical analysis