The effects of Goal Setting on the Manual Performance rates of Moderately Retarded Adolescents

Few researchers have studied the effects of determine the effects of setting on the setting as an independent variable in performance of five moderately retarded the acquisition and/or maintenance of learnadolescents on each of four relatively com ing. More commonly, investigators have plex manual tasks. The study differed from manipulated the success or failure of subthat of Kliebhan (1967) in two respects: (a) jects in an experimental situation and have Kliebhan's subjects were educable retardates measured these effects upon subsequent enrolled in a job training center whereas the changes in statements regarding future perpresent study employed moderately retarded formance (i.e., statements regarding of individuals in an institutional setting, and (b) aspiration). Fryer (1964) has argued that a Kliebhan used a single simple task—the far more fruitful approach for educators affixing of samples of a variety of tapes to would be to determine the influence of unbound pages of a salesman's advertising setting upon the quality and/or quantity of booklet (p. 221)—whereas the present study subsequent performance. used four complex assembly tasks. Fryer (1964), Kausler (1959), Lockette The present study differed from that of (1956), Warner and de Jung (1971), and Zimmerman et al. (1969) primarily in terms Armstrong (Note 1) have attempted to asof setting instructions. The earlier sess the effect of setting on the acquisistudy involved goals established by the ex tion and/or demonstration of learned behaviors. perimenter while the present study required Each study compared the performance of that individuals make their own state subjects who estimated their personal future ments. Furthermore, although IQs are not achievement level with subjects who did not reported, a careful reading of the Zimmer make such estimates. Although each research man et al. report suggests that subjects were project focused on a different population at a higher level than those employed in the and employed widely differing tasks, all present investigation. investigators reported higher performance Finally, while Gordon et al. (1954) stud scores for subjects who set goals than for ied low-level retarded subjects (mean IQ those who did not make statements regarding = 35.29), their investigation differed from expected level of performance. Only the the present study in two ways: (a) the ex study by Warner and de Jung (1971) dealt perimenter, not the subjects, determined the with the learning rate of retarded subjects. goal and (b) the task was one of physical Results obtained from these adolescent endurance (i.e., leg persistence), not EMR males (mean IQ = 75.8) were conmanual skill. sistent, however, with results reported by The present study employed tasks similar researchers who dealt with nonretarded to those required in a sheltered workshop subjects. setting. It was hypothesized that setting Gordon, O'Conner, and Tizard (1954), would significantly (p < .05) increase the Kliebhan (1967), and Zimmerman, Overnumber of successful trials on each task com peck, Eisenberg, and Garbek (1969) have pleted within a 90-minute period. It was reported the effects of setting on the further hypothesized that, consistent with maintenance of performance among retarded findings reported by Levy (1974), informing persons. While tasks differed widely, all subjects regarding their previous perform experimenters reported that setting faciliance level would significantly (p < .05) in tated performance. crease performance over conditions where The present study was undertaken to knowledge of results was not reported.