This rejoinder provides a response to reactions by Ponterotto, Sue, and Toporek to the White dialectics framework presented in Todd and Abrams's article. The present response focuses on incorporating multidimensionality, the multilevel nature of context, and the potential for transformation in the White dialectics framework. The authors expand…

Many recent articles, research papers, and conference presentations about Lev Vygotsky's zone of proximal development (ZPD) emphasize the "extended" version of the ZPD that reflects human emotions and desires. In this essay, Michael G. Levykh expands on the extant literature on the ZPD through developing several new ideas. First, he maintains that…

Discusses theoretical and practical questions regarding the development of pride and shame in children, which is claimed to be linked to both cognitive-developmental factors and socialization. Specific developments through childhood and adolescence in the conditions that produce pride and shame are proposed. (Author/RH)

In, "Idiographic Filters for Psychological Constructs," Nesselroade, Gerstorf, Hardy, and Ram study patterns of variation within individuals. In this context they make an important suggestion: to test for invariant relations among latent variables, but to allow the relations between these latent variables and their indicators to vary between…

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

Understanding and appreciation of indigenous knowledge systems (IKS) are essential for promoting sustainable agriculture development. IKS provides a cultural basis for nonformal agricultural programs that is absent in technology transfer approaches. (SK)

Examines the connection between children's own storying in play and the narrative fictions offered them in children's literature. (HOD)

In Western societies, the study of emotional development has been retarded by the view that it is less important than cognitive development, but a review of relevant literature indicates emotional well-being may be as important as cognitive growth in determining life outcomes. Cognitive skills, physical health, and emotional well-being are all…

An analysis is made of the reciprocal relationship between play and three areas of interaction between the brain and human development: (1) the affective characteristics of play and the brain; (2) developmental theories of cognition and play; and (3) creativity as a continuation of the brain's need for play. (JN)

Explores the field of adolescent development as a rationale for the use of reader-response pedagogy in the secondary literature classroom. Discusses reader-response theory and pedagogy, adolescent cognitive and affective development in the secondary schools, and the implementation of a reader-response secondary English curriculum. (PRA)

Through an original analysis of letters written by 8 students at 4 grade levels (grades 7 through 13), this paper shows the relationship between individual affective and cognitive development and social awareness. Specifically, their relationships are shown by analyzing the writer, the text, and the instructor. Results indicate that seventh grade…

A developmental model for an empathy-based prosocial motive is presented. The framework of the model is presented in terms of three components of empathy. The first component, empathic affective arousal, is discussed and six involuntary psychological mechanisms which underlie it are described briefly. These mechanisms, in the order in which they…

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.…

Maintains that a child's cognitive growth is greatly enhanced by attending to the level of emotional warmth between teacher and child. But attempts at satisfying affective needs put the educator in a precarious position. An affective program in an elementary school that minimizes such risks is described. (BB)

Discusses the SCMCT (Social Cognitive Model of Counselor Training) as presented by Larson in this issue of JCP. Provides considerations relevant to further research including the relationship of self-efficacy to counseling efficacy, the addition of a developmental perspective, level of trainee development, the role of affect, cognitive processing,…