Self-regulation and mental retardation.
The educational and research implications of defining mental retardation as a self-regulatory disorder were explored. Behavioral, social-learning, and cognitive conceptualizations regarding the structure and development of self-regulation were examined. Emphasis was placed on showing how these conceptualizations compliment each other. Several perspectives were presented, specifically, that both the essential components of the self-regulatory system along with the environments that promote self-regulated behavior must be isolated. Self-regulation was described as a complex skill that develops like other skills and can be taught through behavioral techniques. Self-regulation was suggested to basically be a linguistically guided process. The assertion was made that individuals with retardation, because of their extensive language deficiencies, are delayed in developing self-regulatory control. The role of life experience and motivational processes in the development of self-regulation was also stressed.
Whitman
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Psychology Department, University of Notre Dame, IN 46556.
D000223:Adaptation, Psychological; D004495:Education of Persons with Intellectual Disabilities; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology*; D007389:Internal-External Control; D012649:Self Concept