Artificial intelligence (AI) literacy has emerged to equip students with digital skills for effective evaluation, communication, collaboration, and ethical use of AI in online, home, and workplace settings. Countries are increasingly developing AI curricula to support students' technological skills for future studies and careers. However, there is…

This article seeks to provide researchers and practitioners in laboratory education, particularly those involved in the curriculum design and implementation of teaching laboratories at university level, with a conceptual framework and a working model for an integrated assessment of learning domains, by attending to a more holistic approach to…

Data indicate that for girls, affective dispositional factors (empathy, depressive affectivity, aggression, and self-concept) are intimately linked to cognitive development and academic achievement. (PCB)

Argues that cognitive and affective systems do not develop in parallel and that affects serve a communicative function. (RH)

Investigates a proposed four-stage developmental sequence that describes how children explain changes in sad and angry feelings and how their ability to understand is related to their theories of how feelings change. (HOD)

Reviews a study's findings on children's (N=267) knowledge, attitudes, and behaviors toward animals and natural habitats. Research results indicate that existence of three stages in the development of children's perceptions of animals. Major differences in age, sex, ethnicity and urban/rural residence were also noted. (ML)

The study of affect comprehension in 15 children with pervasive developmental disorders (ages 7-10) and normal children matched for mental age found that the disabled children were impaired on affect matching compared to the controls and were impaired on face and affect matching relative to their own performance on object matching. (Author/DB)

Describes two experiments that examined children's understanding of the distinction between real and apparent emotion. Discusses the findings in relation to research concerning children's concept of mind, their grasp of the appearance-reality distinction; their ability to produce complex, embedded justifications; and their ideas about emotion.…

Compares the separation distress of 26 19-month-old Downs Syndrome infants in the Strange Situation with that of 43 normal infants who were observed at 12 1/2 and 19 1/2 months to assess whether Downs Syndrome infants responded more similarly to cognitively comparable normals than to age-comparable normals. (HOD)

Reports longitudinal data on the link between the affective quality of the mother-child relationship and school-relevant cognitive performance. Sixty-seven mothers and their children participated in the first (preschool) phase of the study; 47 mothers were included in a follow-up when children were 12 years old. (Author/BN)

Young children's nonverbal affective expression and communication reveals an emotional complexity and sensitivity which exceeds their verbal abilities. To investigate the development of nonverbal emotional communication in young children, two studies were undertaken. In the first study, equal numbers of 5- and 11-year-old children from two schools…

Discusses the need for evaluating the efficiency of early childhood education programs. Presents a model of educational productivity that specifies nine chief factors which require optimization to increase affective, behavioral, and cognitive learning. (Author/RWB)

The importance of teaching to the affective domain is discussed in this review of the environmental education literature. Eight major ideas are used to summarize the research cited. Lists 63 references. (CW)

Written for researchers and clinicians, this book integrates key perspectives in order to illuminate common beliefs about core processes of emotional development. The book is divided into three parts. Part 1 discusses the nature of emotional development. Topics covered here include: (1) questions relevant in a developmental assessment of emotions;…

This study examined the instructional effectiveness of three software learning environments--LOGO, drill and practice, and teacher-directed activities--for preschool special needs children. Cognitive distancing was applied to classify children and child-software interactions; dependent measures included indicators of problem solving, skill…