The problem investigated is that of determining if there are differences in the ability of mentally retarded persons over age 21 to learn motor skills as opposed to those under 21. Data were gathered at the Denton State School on 110 subjects. The first chapter is concerned with the theoretical background, purpose, and the hypothesis. The second chapter contains information on subjects, materials, method, and statistical treatment. The third chapter covers presentation and discussion of the data, and the fourth chapter includes the summary, conclusions and recommendations. Results of the study indicated that there were few differences between the two groups. Future studies should be run with samples from individual age groups extending from 6 through 21. This would be realistic in establishing a motor learning curve for this population.

Second-graders were tested for negative transfer and retroactive interference using an A-B, A-D paradigm. Four-pair, word-number lists were aurally presented to the children. Subjects were classified as being whole-only encoders or multiple encoders by the use of a recall test presented after list one. Significant negative transfer and retroactive interference were found. The multiple encoders experiences less difficulty in learning the second list that did the whole-only encoders, but these two groups did no differ with regard to transfer or retroactive interference effects. The results were considered in the context of Martin's encoding variability hypothesis.

One hundred and fifty-five Texas juries were examined to determine the sex of the person elected foreman. Because the role of the foreman is traditionally a male role and a leadership role, it was hypothesized that few women would strive for the position of foreman and that few would be elected to it. It is believed that the proportion of women foremen is a reflection of lack of achievement orientation (or learned helplessness) on the part of women in this situation, and of the degree to which members of the group have internalized the concept that women are less competent than men for a traditionally male leadership role. Of the 155 foremen only 14 were women, a finding which is significant at the .00001 level.

To determine the relationship among learned helplessness, locus of control, and academic achievement, data from 86 sixth graders were gathered and intercorrelated. Contingency of teacher-administered rewards and punishments as perceived by school children, and helpless behavior of students as judged by their teachers were measured. The Children's Nowicki-Strickland Locus of Control Scale was used to measure locus of control orientation. A positive relationship between academic achievement and locus of control was found. The contingency of reward scale was found to be predictive of academic achievement and helpless behavior. Virtually no significant relationships were found between any of the other variables and the contingency of punishment scale. Helpless behavior was found to be predictive of low academic success and an external locus of control.