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Hopkins, Larissa E.; Domingue, Andrea D. – Equity & Excellence in Education, 2015
A central goal of intergroup dialogue (IGD) is to strengthen individual and collective capacities to foster social justice commitments by supporting new ways of thinking about oneself, others, and the social structures in which we live. Relatedly, IGD assists individuals with building multicultural competencies and skill sets that support peoples'…
Descriptors: Skill Development, Social Justice, Dialogs (Language), Intergroup Relations
Jabagchourian, John J.; Sorkhabi, Nadia; Quach, Wendy; Strage, Amy – Hispanic Journal of Behavioral Sciences, 2014
A vast literature documents a host of advantages conferred upon middle class European American children whose parents employ an authoritative style of parenting, including enhanced academic achievement and positive behavioral outcomes. The literature is much less clear about the relationship between parental authority style and child outcomes in…
Descriptors: Parenting Styles, Hispanic Americans, Correlation, Academic Achievement
Maxwell, Bruce; DesRoches, Sarah – New Directions for Child and Adolescent Development, 2010
This chapter identifies three common pitfalls in the use of the concept of empathy in formal social-emotional learning interventions: (1) not distinguishing between affective and cognitive empathy ("equivocation"); (2) overestimating the role of the imagination in empathizing ("Piaget's fallacy"); and (3) not accommodating the developmental and…
Descriptors: Empathy, Educational Environment, Cognitive Processes, Socialization

Schuncke, George M. – Social Studies, 1984
Ways in which teachers can help children in kindergarten and the primary grades develop some of the cognitive and affective capabilities necessary for a global perspective are discussed. Specifically examined are course content which fosters global knowledge and which shows how children can be taught to assume the perspective of others. (RM)
Descriptors: Affective Behavior, Cognitive Development, Course Content, Global Approach

Harris, Paul L.; And Others – Child Development, 1986
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.…
Descriptors: Affective Behavior, Age Differences, Child Development, Cognitive Ability

Iannotti, Ronald J. – 1975
This paper presents a study of empathy in 6- to 9-year-olds. Although empathy is primarily defined as the response of one individual to the emotional state of another, definitions and assessment can be further differentiated depending on the empathizer's response and on the source of the empathizer's knowledge of the other person. Is the…
Descriptors: Affective Behavior, Age Differences, Cognitive Development, Egocentrism
Hoffman, Martin L. – 1979
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…
Descriptors: Affective Behavior, Altruism, Arousal Patterns, Association (Psychology)
Yarrow, Marian Radke; And Others – 1975
This paper describes three interrelated studies which investigated the cognitions, feelings, and motives involved in the emergence and progression of prosocial behaviors. The first study examined the child's emerging sensitivities to the affective events in his environment through data collected over a 9-month period from groups of 10-, 15-, and…
Descriptors: Affective Behavior, Aggression, Altruism, Cognitive Development

Murray, John P.; Ahammer, Inge M. – Australian Journal of Early Childhood, 1979
Argues that altruism among preschool children is dependent upon children's understanding of a variety of complex cognitive and social skills and that these skills can, to some extent, be facilitated by appropriate training programs. (Author/MP)
Descriptors: Affective Behavior, Altruism, Cognitive Development, Educational Programs
Kurdek, Lawrence A. – 1975
The development of perceptual, cognitive, and affective perspective taking and empathy was investigated in 96 kindergarten through third-grade children. Cognitive perspective taking was found to increase between second and third grades. Affective perspective taking, in situations controlling for the likelihood of the subjects' projecting their own…
Descriptors: Affective Behavior, Behavior Patterns, Cognitive Development, Emotional Development
Preschoolers' Actions and Social Representations: A Sociogenetic Approach to Information Processing.
Gravel, F.; Page, P.; Cloutier, G.; Legault, F. – 1999
The central objective of this study was to draw interdependent relationships between preschoolers' social functioning and their modes of social thought. Assessment of 67 four-year-olds was done through systematic observations of social behavior, including social participation, type of play, and affective involvement in the preschool setting, as…
Descriptors: Affective Behavior, Child Behavior, Cognitive Development, Emotional Response
Selman, Robert L. – 1975
This paper discussed a stage theory of childhood, preadolescent, and adolescent concepts of role-relationships and social reasoning in friendship. It was hypothesized that these concepts develop through levels of perspective-taking, within which individuals view and structure interpersonal relationships. At level one, relationships are based on…
Descriptors: Adolescents, Affective Behavior, Children, Cognitive Development