Criticizes Zajonc's thesis that in the course of forming impressions, preferences, and attitudes, feelings can sometimes precede associated cognitions. Zajonc's claim that sometimes affect is precognitive is said to be inadequate on both logical and empirical grounds. (Author/CM)

Offers a brief overview of the field of individual differences in language learning, especially as they are reflected in learning styles, learning strategies, and affective variables. Touches on areas for further research. (Author/VWL)

Affective traits (persistence, independence, and self-concept) are examined according to their relationship to giftedness. The author then poses questions regarding the affective results of labeling students gifted and cites problems with matching students' learning styles with their environments. (CL)

Connectionistic notions of hemispheric specialization and use are incompatible with the network organization of the human brain. Although brain organization has correspondence with phenomena at more complex levels of analysis, the correspondence is not categorical in nature, as has been claimed by the left-brain/right-brain theorists. (Author/GC)

Encourages counselors to appreciate the threats involved for men in becoming more intimate with themselves. Suggests some ways to facilitate this process and pinpoints specific concerns and thoughts that male clients may have as they become more deeply involved in therapy. (Author)

Simplified interpretations of brain function portraying rationality solely in the left hemisphere and creativity solely in the right are incorrect, but the two sides of the brain do differ in important ways. Conclusive implications of brain research cannot yet be drawn for educational practices, but certain inferences can be made. (Author/JM)

Five types of adult learners are (1) pragmatic, goal oriented; (2) affective; (3) in transition; (4) integrated; and (5) risk taking. Appropriate teaching strategies are (1) clear objectives, relevant content; (2) personal interaction; (3) opportunities to discuss experiences, mentoring; (4) opportunities for self-direction; and (5) innovation.…

This paper lends support to Richard E. Clark's position that media make no difference in student achievement, but also argues that alternative ways of thinking about media--i.e., about the differences media do make along with the differences they can make--are necessary and important. Two major areas of study are examined. In discussing the first…

A review of the literature indicates that black Americans have attempted to adapt to social situations by developing unique cultural patterns and a specific method of organizing and processing information. The latter is manifested in the way they pay attention to social cues, attach subjective meanings to words, show preference for social…

This paper attempts to connect theories of learning and theories of instruction, which often originate independently from each other, into a unified theory which gives a central place to students' self-regulation and which is based on recent research on student learning. The first of four parts analyzes the cognitive, affective, and metacognitive…

Interpretations of the differences between the African American child and the Caucasian child in North America follow two major trends. In one the differences in the African American child are viewed as deviance from the Euro-American norm and therefore inferior or pathological. In the other, the differences are viewed as deviant but adaptive…