title: Effects of instructional set and self-awareness on task performance of retarded female adults.
abstract: The effects of success, failure, and neutral instructional sets on the task performance of retarded female adults were studied under varying conditions of self-awareness. A significant Set X Self-Awareness interaction was found where subjects in the neutral-set condition under high-awareness assembled more pens than subjects under the medium- or low-awareness conditions. The results were discussed in light of the expectancy of failure hypothesis.
mesh_terms: D000124:Achievement; D000293:Adolescent; D000328:Adult; D001364:Awareness; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000175:diagnosis*; D012050:Rehabilitation, Vocational; D012057:Reinforcement, Verbal; D012649:Self Concept; D013647:Task Performance and Analysis