Atribuição de causalidade em crianças:
Alguns aspectos críticos
Resumo
Neste artigo examina-se o recente aumento de interesse entre pesquisadores em psicologia do desenvolvimento para com a teoria de atribuição de causalidade. É enfatizada a necessidade de se entender as atribuições usadas por crianças para explicar o fracasso e sucesso em suas atividades, tendo em vista suas implicações para a motivaçãode realização. Evidências contrastantes de pesquisas realizadas com adultos e crianças são revisadas. Esses achados sugerem que generalizações a partir de investigações com adultos podem não ser adequadas para crianças. Por fim, discute-se a necessidade de se estender a teoria de atribuição de causalidade, para acomodar fatores de desenvolvimento.
Downloads
Não há dados estatísticos.
Referências
Abramson, L. Y., Seligman, M. E. P. & Teasdale, J. D. (1978). Learned helplessness
in humans: critique and reformulation. Journal of Abnormal Psychology, 87, 49-74.
Abramovitch, R. & Freedman, J. L. (1981). Actor-observer differences in children's attributions.
Merrill-Palmer Quarterly, 27, 53-59.
Anderson, C. A., Horowitz, L. M. & French, R. S. (1983). Attributional style of lonely
and depressed people. Journal of Personality and Social Psychoíogy, 45,
127-136.
Bar-Tal, D. & Darom, E. (1979). Pupils' atributions of success and failure. Child Development,
50, 264-267.
Bar-Tal, D. & Bar-Zohar, Y. (1977). The relationship between perception of locus of
control and academic achievement. Contemporary Educational Psychoíogy, 2,
181-199.
Bar-Tal, D., Goldberg, M. & Knaani.A. (1984). Causes of success and failure and their
dimensions as a function of SES and gender: a phenomenological analysis.
British Journal of Educational Psychoíogy, 54, 51 -61.
Bar-Tal, D. & Guttmann, J. (1981). A comparison of teachers, pupils and parens attributions
regarding pupils academic achievements. British Journal of Educational
Psychoíogy, 51, 301-311.
Bar-Tal, D., Ravgad, N. & Zilberman, D. (1981). Development of causal perception of
success and failure. Educational Psychoíogy, 1, 347-358.
Barenboim, C. (1981). The development of person perception from childhood to adolescence:
from behavioral comparison to psychological constructs to psychological
comparisons. Child Development, 52, 129-144.
Chapman, J. W. & Lawes, M. M. (1984). Consistency of causal attributions for expected
and actual examination outcome: a study of the expectancy confirmation and
egotism models. British Journal of Educational Psychoíogy, 54, 177-188.
Chandler, T. & Spies, C. J. (1984). Semantic differential placement of attributions and
dimensions in four different groups. Journal of Educational Psychology, 76, 1119-
1127.
Costanzo, P. R. & Dix, T. H. (1983). Beyond the information processed: socialization
in the development of attributional processes. Em E. T. Higgins, D. N. Ruble & W.
W. Hartup (Orgs.). Social cognition and social development. Cambridge, England:
Cambridge University Press.
Dweck, C. S. & Reppucci, N. D. (1973). Learned helplessness and reinforcement responsibility
in children. Journal of Personality and Social Psychology, 25, 109-116.
Dubois, N. (1986). Aspects normatifs versus cognitifs de Tevolution de l'enfant vers la
norme d'internalité. Psychologie Françoise, 31, 108-114.
Falbo, T., Wernick, M. & Rowen, M. (1981). The onset of asymmetries in attributions
about success and failure. The Journal of Genetic Psychology, 139, 35-45.
Fincham, F. D. (1983). Developmental dimensions of attributions theory. Em J. Jaspars,
F. Fincham & M. Hewstone (Orgs.). European Monographs in Social Psychology,
32, London: Academic Press.
Flavell, J. H. (1977). Cognitive Development. New Jersey, Englewood Cliffs: Prentice
Hall.
Forsyth, D. R. & McMillan, J. H. (1981). Attributions, affect, and expectations: A test of
Weiner's three-dimensional model. Journal of Educational Psychology, 73,
393-403.
Frieze, I. H. (1981). Children's attributions for success and failure. Em S. S. Brehm, S.
M. Kassin & F. X. Gibbon (Orgs.). Developmental social psychology: theory and
research. Oxford: Oxford Press.
Frieze, I. H. & Snyder, H. N. (1980). Children's beliefs about the causes of success
and failure in school settings. Journal of Educational Psychology, 72, 186-196.
Fyans, L. J. Jr. & Maehr, M. L. (1979). Attributional style, task selection, and achievement.
Journal of Educational Psychology, 71, 499-507.
Gelman, R. & Spelke, E. (1981). The development of thoughts about animate and inanimate
objects: implications for research on social cognition. Em J. H. Flavell & L.
Ross (Orgs.). Social Cognition Development. Cambridge University Press.
Graham, S., Doubleday, C. & Guarino, P. A. (1984). The development of relations
between perceived controllability and the emotions of pity, anger, and guilt. Child
Development, 55, 561-565.
Harvey, J. H. & Weary, G. (1984). Current issues in attribution theory and research.
Annual Review in Psychology, 35, 427-459.
Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley.
Hiebert, E. H. Winograd, P. N. & Danner, F. W. (1984). Children's attributions for failure
and success in different aspects of reading. Journal of Educational Psychology,
76, 1139-1148.
Hoow, L. & Bloom, L. (1979). What, when, and how about why: A longitudinal study of
early expressions of causality. Monographs of the Society for Research in Child
Development, 44, 1-47.
Inhelder, B. & Piaget, J. (1958). The growth of logical thinking from chíldhood to adolescence.
New York: Basic Books.
Jones, E. E. & Davis, K. E. (1965). From acts to dispositions: the attribution process in
person perception. Em L. Berkowitz (Org.). Advances in Experimental Social
Psychology. (V. II). New York: Academic Press.
Kelley, H. H. (1967). Attribution in social psychology. Nebraska Symposium on Motivation,
15, 192-238.
Kelley, H. H. & Michella, J. L. (1980). Attribution theory and research. Em M. R. Rosenzweig
& L. M. Porter (Orgs.). Annual Review of Psychology, 31, Palo Alto,
Annual Review Inc.
Lalljee, M., Watson, M. & White, P. (1983). Some aspects of the explanations of young
children. Em J. Jaspars, F. Ficham & M. Hewstone (Orgs.). European Monographs
in Social Psychology, 32, London: Academic Press.
Lepper, M. R. (1983). Social-control processes and the internalization of social values:
an attributional perspective. Em E. T. Higgins, D. N. Ruble & W. W. Hartup
(Orgs.). Social cognition and social development. Cambridge, England: Cambridge
University Press.
Lewinsohn, P. M., Chaplin, W. & Barton, R. (1980). Social competence and depression:
The role of illusory self-perception. Journal of Abnormal Psychology, 89,
202-212.
Lefcourt, H. (1966). Internai versus externai control of reinforcement: a review. Psychological
Bulletin, 65, 206-220.
Lefcourt, H. M. (1976). Locus of control: current trends in theory and research. Hillsdale,
New Jersey: Erlbaum.
Little, A. W. (1985). The child's understanding of the causes of academic success and
failure: a case study of British school children. British Journal of Educational Psychology,
55, 11-23.
Medway, F. J. & Venino, G. R. (1982). The effects of effort feedback and performance
patterns on children's attributions and task persistence. Contemporary Educational
Psychology, 7, 26-34.
McMillan, J. H. & Forsyth, D. R. (1983). Attribution-affect relationships following classroom
performance. Contemporary Educational Psychology, 8, 109-118.
Miller, P. H. (1985). Children's reasoning about the cause of human behavior. Journal
of Experimental Child Psychology, 39, 343-362.
Miller, I. W. & Norman, W. H. (1979). Learned helplessness in humans: a review and
attribution theory model. Psychological Bulletin, 86, 3-118.
Nicholls, J. G. (1978). The development of the concept of effort and ability, of academic
perception attainment, and the understanding that difficult tasks require more
ability. Child Development, 49, 800-814.
Nichols, J. G. & Miller, A. T. (1985). Differentiation of the concepts of luck and skill.
Developmental Psychology, 21, 76-82.
Phares, E. J. (1976). Locus of control in personality. New Jersey: General Learning
Press.
Piaget, J. (1929). The Child's conception of the world. New York: Harcourt, Brace.
Piaget, J. (1930). The child's conception of physical causality. London: Routledge &
Kegan Paul.
Piccinini, C. A. (1981). Atitudes e práticas educativas maternas. Elaboração de instrumento
e estudo correlacionai. Tese de Mestrado, Universidade de Brasília,
Brasília.
Piccinini, C. A. (1987). Children's attributions for academic and social events. Tese de
Doutorado, Universidade de Londres, Inglaterra.
Piccinini, C. A. (1988). O processo de atribuição de causalidade: problemas e perspectivas.
Psicologia: Reflexão e Crítica, 3, 47-57.
Piccinini, C. A. (no prelo). Problemas metodológicos nas investigações sobre atribuição
de causalidade para sucesso e fracasso em crianças. Arquivos Brasileiros
de Psicologia.
Raviv, A., Bar-Tal, D., Raviv, A. & Levit, R. (1983). Research symposium: attribution
theory. Students reactions to attributions of ability and effort. British Journal of
Educational Psychology, 53, 1 -13.
Reiher, R. H. & Dembo, M. H. (1984). Changing academic task persistence through a
self-instructional attribution training program. Contemporary Educational Psychology,
9, 4-94.
Rholes, W. S. & Ruble, D. N. (1984). Children's understanding of dispositional characteristics
of others. Child Development, 55, 550-560.
Rholes, W. S., Blackwell, J., Jordan, C. & Walters, C. (1980). A developmental study
of learned helplessness; Developmental Psychology, 16, 616-624.
Rothbaum, F., Weisz, J. R. & Snyder, S. (1982). Changing the world and changing the
self: a two-process model of perceived control. Journal of Personality and Social
Psychology, 42, 5-37.
Rotter, J. B. (1966). Generalized expectancies for internai versus externai control of
reinforcement. Psychological Monographs: General and Apolied, 80, 1 -28.
Rotter, J. B. (1975). Some problems and misconceptions related to the construct of
internai versus externai control of reinforcement. Journal of Consulting and Clinicai
Psychology, 43, 6-67.
Ruble, D. N. & Rholes, W. S. (1981). The development of children's perceptions and
attributions about their social world. Em J. H. Harvey, R. F. Kidd & W. J. Ickes
(Orgs.). New directions in attribution theory. (V. III). H. Illsdale, N.J.: Erlbaum.
Satterly, D. & Hill, J. (1983). Personality differences and the effects of success and
failure on causal attributions and expectancies of primary school children. Educational
Psychology, 3, 245-258.
Schunk, D. H. (1982). Effects of effort attributional feedback on children's perceived
self-efficacy and achievement. Journal of Educational Psychology, 74, 548-556.
Sedlak, A. J. & Kurtz, S. T. (1981). A review of children's use of causal inference principies.
Child Development, 52, 59-784.
Tesiny, E. P. Lefkowitz, M. M. & Gordon, N. H. (1980). Chiidhood depression, locus of
control and school achievement. Journal of Educational Psychology, 72, 506-510.
Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.:
General Learning Press.
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of
Educational Psychology, 71, 3-25.
Weiner, B. (1980). A cognitive (attribution)-emotion-action model of motivated behavior:
an analysis of judgments of help-giving. Journal of Personality and Social
Psychology, 39, 186-200.
Weiner, B. (1983). Some methodological pitfals in attributional research. Journal of
Educational Psychology, 75, 30-543.
Weiner, B., Frieze, I., Kukla, A., Reed, L, Rest, S. & Rosenbaum, R. M. (1971). Perceiving
the causes of success e failure. Morristown, N.J.: General Learning
Press.
Weiner, B., Russell, D. & Lerman, D. (1979). The cognition-emotion process in achievement-
related contexts. Journal of Personality and Social Psychology, 37, 1211-
1220.
Weisz, J. R. (1980). Developmental change in perceived contrai: recognizing noncontingency
in the laboratory and perceiving it in the world. Developmental Psychology,
16, 385-390.
Weisz, J. R. (1981). Illusory contingency in children at the state fair. Developmental
Psychology, 17, 481-489.
Weisz, J. R. & Stipek, D. J. (1982). Competence, contingency, and the development of
perceived control. Human Development, 25, 250-281.
Wortman, C. B. (1975). Some determinants of perceived contral. Journal of Personality
and Social Psychology, 31, 282-294.
Zuckerman, M. (1979). Attribution of success and failure revisited, or: the motivational
bias is alive and well in attribution theory. Journal of Personality, 47, 2 5-287.
Yussen, S. R. & Kane, P. T. (1983). Children's ideas about intellectual ability. Em R.
Leahy (Orgs.). The development of children's conception of inequality. New York:
Academic Press, pp. 109-134.
in humans: critique and reformulation. Journal of Abnormal Psychology, 87, 49-74.
Abramovitch, R. & Freedman, J. L. (1981). Actor-observer differences in children's attributions.
Merrill-Palmer Quarterly, 27, 53-59.
Anderson, C. A., Horowitz, L. M. & French, R. S. (1983). Attributional style of lonely
and depressed people. Journal of Personality and Social Psychoíogy, 45,
127-136.
Bar-Tal, D. & Darom, E. (1979). Pupils' atributions of success and failure. Child Development,
50, 264-267.
Bar-Tal, D. & Bar-Zohar, Y. (1977). The relationship between perception of locus of
control and academic achievement. Contemporary Educational Psychoíogy, 2,
181-199.
Bar-Tal, D., Goldberg, M. & Knaani.A. (1984). Causes of success and failure and their
dimensions as a function of SES and gender: a phenomenological analysis.
British Journal of Educational Psychoíogy, 54, 51 -61.
Bar-Tal, D. & Guttmann, J. (1981). A comparison of teachers, pupils and parens attributions
regarding pupils academic achievements. British Journal of Educational
Psychoíogy, 51, 301-311.
Bar-Tal, D., Ravgad, N. & Zilberman, D. (1981). Development of causal perception of
success and failure. Educational Psychoíogy, 1, 347-358.
Barenboim, C. (1981). The development of person perception from childhood to adolescence:
from behavioral comparison to psychological constructs to psychological
comparisons. Child Development, 52, 129-144.
Chapman, J. W. & Lawes, M. M. (1984). Consistency of causal attributions for expected
and actual examination outcome: a study of the expectancy confirmation and
egotism models. British Journal of Educational Psychoíogy, 54, 177-188.
Chandler, T. & Spies, C. J. (1984). Semantic differential placement of attributions and
dimensions in four different groups. Journal of Educational Psychology, 76, 1119-
1127.
Costanzo, P. R. & Dix, T. H. (1983). Beyond the information processed: socialization
in the development of attributional processes. Em E. T. Higgins, D. N. Ruble & W.
W. Hartup (Orgs.). Social cognition and social development. Cambridge, England:
Cambridge University Press.
Dweck, C. S. & Reppucci, N. D. (1973). Learned helplessness and reinforcement responsibility
in children. Journal of Personality and Social Psychology, 25, 109-116.
Dubois, N. (1986). Aspects normatifs versus cognitifs de Tevolution de l'enfant vers la
norme d'internalité. Psychologie Françoise, 31, 108-114.
Falbo, T., Wernick, M. & Rowen, M. (1981). The onset of asymmetries in attributions
about success and failure. The Journal of Genetic Psychology, 139, 35-45.
Fincham, F. D. (1983). Developmental dimensions of attributions theory. Em J. Jaspars,
F. Fincham & M. Hewstone (Orgs.). European Monographs in Social Psychology,
32, London: Academic Press.
Flavell, J. H. (1977). Cognitive Development. New Jersey, Englewood Cliffs: Prentice
Hall.
Forsyth, D. R. & McMillan, J. H. (1981). Attributions, affect, and expectations: A test of
Weiner's three-dimensional model. Journal of Educational Psychology, 73,
393-403.
Frieze, I. H. (1981). Children's attributions for success and failure. Em S. S. Brehm, S.
M. Kassin & F. X. Gibbon (Orgs.). Developmental social psychology: theory and
research. Oxford: Oxford Press.
Frieze, I. H. & Snyder, H. N. (1980). Children's beliefs about the causes of success
and failure in school settings. Journal of Educational Psychology, 72, 186-196.
Fyans, L. J. Jr. & Maehr, M. L. (1979). Attributional style, task selection, and achievement.
Journal of Educational Psychology, 71, 499-507.
Gelman, R. & Spelke, E. (1981). The development of thoughts about animate and inanimate
objects: implications for research on social cognition. Em J. H. Flavell & L.
Ross (Orgs.). Social Cognition Development. Cambridge University Press.
Graham, S., Doubleday, C. & Guarino, P. A. (1984). The development of relations
between perceived controllability and the emotions of pity, anger, and guilt. Child
Development, 55, 561-565.
Harvey, J. H. & Weary, G. (1984). Current issues in attribution theory and research.
Annual Review in Psychology, 35, 427-459.
Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley.
Hiebert, E. H. Winograd, P. N. & Danner, F. W. (1984). Children's attributions for failure
and success in different aspects of reading. Journal of Educational Psychology,
76, 1139-1148.
Hoow, L. & Bloom, L. (1979). What, when, and how about why: A longitudinal study of
early expressions of causality. Monographs of the Society for Research in Child
Development, 44, 1-47.
Inhelder, B. & Piaget, J. (1958). The growth of logical thinking from chíldhood to adolescence.
New York: Basic Books.
Jones, E. E. & Davis, K. E. (1965). From acts to dispositions: the attribution process in
person perception. Em L. Berkowitz (Org.). Advances in Experimental Social
Psychology. (V. II). New York: Academic Press.
Kelley, H. H. (1967). Attribution in social psychology. Nebraska Symposium on Motivation,
15, 192-238.
Kelley, H. H. & Michella, J. L. (1980). Attribution theory and research. Em M. R. Rosenzweig
& L. M. Porter (Orgs.). Annual Review of Psychology, 31, Palo Alto,
Annual Review Inc.
Lalljee, M., Watson, M. & White, P. (1983). Some aspects of the explanations of young
children. Em J. Jaspars, F. Ficham & M. Hewstone (Orgs.). European Monographs
in Social Psychology, 32, London: Academic Press.
Lepper, M. R. (1983). Social-control processes and the internalization of social values:
an attributional perspective. Em E. T. Higgins, D. N. Ruble & W. W. Hartup
(Orgs.). Social cognition and social development. Cambridge, England: Cambridge
University Press.
Lewinsohn, P. M., Chaplin, W. & Barton, R. (1980). Social competence and depression:
The role of illusory self-perception. Journal of Abnormal Psychology, 89,
202-212.
Lefcourt, H. (1966). Internai versus externai control of reinforcement: a review. Psychological
Bulletin, 65, 206-220.
Lefcourt, H. M. (1976). Locus of control: current trends in theory and research. Hillsdale,
New Jersey: Erlbaum.
Little, A. W. (1985). The child's understanding of the causes of academic success and
failure: a case study of British school children. British Journal of Educational Psychology,
55, 11-23.
Medway, F. J. & Venino, G. R. (1982). The effects of effort feedback and performance
patterns on children's attributions and task persistence. Contemporary Educational
Psychology, 7, 26-34.
McMillan, J. H. & Forsyth, D. R. (1983). Attribution-affect relationships following classroom
performance. Contemporary Educational Psychology, 8, 109-118.
Miller, P. H. (1985). Children's reasoning about the cause of human behavior. Journal
of Experimental Child Psychology, 39, 343-362.
Miller, I. W. & Norman, W. H. (1979). Learned helplessness in humans: a review and
attribution theory model. Psychological Bulletin, 86, 3-118.
Nicholls, J. G. (1978). The development of the concept of effort and ability, of academic
perception attainment, and the understanding that difficult tasks require more
ability. Child Development, 49, 800-814.
Nichols, J. G. & Miller, A. T. (1985). Differentiation of the concepts of luck and skill.
Developmental Psychology, 21, 76-82.
Phares, E. J. (1976). Locus of control in personality. New Jersey: General Learning
Press.
Piaget, J. (1929). The Child's conception of the world. New York: Harcourt, Brace.
Piaget, J. (1930). The child's conception of physical causality. London: Routledge &
Kegan Paul.
Piccinini, C. A. (1981). Atitudes e práticas educativas maternas. Elaboração de instrumento
e estudo correlacionai. Tese de Mestrado, Universidade de Brasília,
Brasília.
Piccinini, C. A. (1987). Children's attributions for academic and social events. Tese de
Doutorado, Universidade de Londres, Inglaterra.
Piccinini, C. A. (1988). O processo de atribuição de causalidade: problemas e perspectivas.
Psicologia: Reflexão e Crítica, 3, 47-57.
Piccinini, C. A. (no prelo). Problemas metodológicos nas investigações sobre atribuição
de causalidade para sucesso e fracasso em crianças. Arquivos Brasileiros
de Psicologia.
Raviv, A., Bar-Tal, D., Raviv, A. & Levit, R. (1983). Research symposium: attribution
theory. Students reactions to attributions of ability and effort. British Journal of
Educational Psychology, 53, 1 -13.
Reiher, R. H. & Dembo, M. H. (1984). Changing academic task persistence through a
self-instructional attribution training program. Contemporary Educational Psychology,
9, 4-94.
Rholes, W. S. & Ruble, D. N. (1984). Children's understanding of dispositional characteristics
of others. Child Development, 55, 550-560.
Rholes, W. S., Blackwell, J., Jordan, C. & Walters, C. (1980). A developmental study
of learned helplessness; Developmental Psychology, 16, 616-624.
Rothbaum, F., Weisz, J. R. & Snyder, S. (1982). Changing the world and changing the
self: a two-process model of perceived control. Journal of Personality and Social
Psychology, 42, 5-37.
Rotter, J. B. (1966). Generalized expectancies for internai versus externai control of
reinforcement. Psychological Monographs: General and Apolied, 80, 1 -28.
Rotter, J. B. (1975). Some problems and misconceptions related to the construct of
internai versus externai control of reinforcement. Journal of Consulting and Clinicai
Psychology, 43, 6-67.
Ruble, D. N. & Rholes, W. S. (1981). The development of children's perceptions and
attributions about their social world. Em J. H. Harvey, R. F. Kidd & W. J. Ickes
(Orgs.). New directions in attribution theory. (V. III). H. Illsdale, N.J.: Erlbaum.
Satterly, D. & Hill, J. (1983). Personality differences and the effects of success and
failure on causal attributions and expectancies of primary school children. Educational
Psychology, 3, 245-258.
Schunk, D. H. (1982). Effects of effort attributional feedback on children's perceived
self-efficacy and achievement. Journal of Educational Psychology, 74, 548-556.
Sedlak, A. J. & Kurtz, S. T. (1981). A review of children's use of causal inference principies.
Child Development, 52, 59-784.
Tesiny, E. P. Lefkowitz, M. M. & Gordon, N. H. (1980). Chiidhood depression, locus of
control and school achievement. Journal of Educational Psychology, 72, 506-510.
Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.:
General Learning Press.
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of
Educational Psychology, 71, 3-25.
Weiner, B. (1980). A cognitive (attribution)-emotion-action model of motivated behavior:
an analysis of judgments of help-giving. Journal of Personality and Social
Psychology, 39, 186-200.
Weiner, B. (1983). Some methodological pitfals in attributional research. Journal of
Educational Psychology, 75, 30-543.
Weiner, B., Frieze, I., Kukla, A., Reed, L, Rest, S. & Rosenbaum, R. M. (1971). Perceiving
the causes of success e failure. Morristown, N.J.: General Learning
Press.
Weiner, B., Russell, D. & Lerman, D. (1979). The cognition-emotion process in achievement-
related contexts. Journal of Personality and Social Psychology, 37, 1211-
1220.
Weisz, J. R. (1980). Developmental change in perceived contrai: recognizing noncontingency
in the laboratory and perceiving it in the world. Developmental Psychology,
16, 385-390.
Weisz, J. R. (1981). Illusory contingency in children at the state fair. Developmental
Psychology, 17, 481-489.
Weisz, J. R. & Stipek, D. J. (1982). Competence, contingency, and the development of
perceived control. Human Development, 25, 250-281.
Wortman, C. B. (1975). Some determinants of perceived contral. Journal of Personality
and Social Psychology, 31, 282-294.
Zuckerman, M. (1979). Attribution of success and failure revisited, or: the motivational
bias is alive and well in attribution theory. Journal of Personality, 47, 2 5-287.
Yussen, S. R. & Kane, P. T. (1983). Children's ideas about intellectual ability. Em R.
Leahy (Orgs.). The development of children's conception of inequality. New York:
Academic Press, pp. 109-134.
Downloads
Publicado
2012-07-26
Como Citar
Piccinini, C. A. (2012). Atribuição de causalidade em crianças:: Alguns aspectos críticos. Psicologia: Teoria E Pesquisa, 5(1), 57–69. Recuperado de https://periodicos.unb.br/index.php/revistaptp/article/view/17059
Edição
Seção
Artigos
