Adam Wright, Michael A. Gottfried, and Vi-Nhuan Le demonstrate empirically that minority teachers have a positive impact on the "social-emotional development" of American minority kindergarten children. Their analyses of 2010-2011 data from the Early Childhood Longitudinal Study focus on measurable effects in four social and affective…

Research showing that activation of negative stereotypes can impair the performance of stigmatized individuals on a wide variety of tasks has proliferated. However, a complete understanding of the processes underlying these stereotype threat effects on behavior is still lacking. The authors examine stereotype threat in the context of research on…

Proposes that difficulty expressing anger and difficulty controlling intense emotions are predisposing factors linked to depression and chronic pain. Proceeds from an exploration of diverse models and proposals to present a unifying theory of arousal with a view toward developing research questions and paradigms. (Author/NB)

Acknowledges that Halberstadt et al. have provided the field with a framework in which to organize ideas regarding affective social competence. Argues for modification of the model to stimulate thinking and further research, addressing points of modification in the areas of regulation as the core of the construct and self-factors influencing…

Focuses on: (1) principles that underlie regulation of distress and negative emotions among infants and young children; and (2) developmental trends that occur during the first years of life. Discusses the role of caregivers. Offers ideas that lend themselves to hypothesis testing and empirical validation. (RH)

A study of family patterns and their relationship to television-viewing and children's development clearly indicate the combined influences of parental styles and television on emerging cognitive and behavioral tendencies. Television-viewing, although potentially positive with limited use and appropriate programing, generally predicts negative…

Observation indicates that affect is experienced prior to organized thought. After five months emotional responses are increasingly differentiated and independent of physical state. All childhood learning is propelled by affect. Adults who work with children must recognize their emotions to facilitate their acquisition of skills and knowledge.…