Educators and researchers interested in comprehension need to begin considering interest, and eventually all of affect, as a legitimate aspect of measurement. (Author)

Discusses the limitations of existing instructional design models, including Gagne's, and describes a new, more complete model meant to improve upon those now in use. Twenty-four references are appended. (LLS)

Describes a model to be used by designers, users, or researchers in appraising management games based on four concentric circles which put the game in the context of (1) game purposes, (2) cognitive objectives, (3) affective objectives, and (4) management qualities and skills. (Author/CMV)

Presents an Emotionality-Rationality-Activity model that integrates recent classifications of counseling and psychotherapy. The model also serves as a theoretical basis from which methods, goals, and processes during counseling, psychotherapy, and training can be derived and integrated. (Author)

Proposes a cognitive-based model for instructional design that addresses the acquisition and employment of knowledge, the interaction of content knowledge and cognitive strategies for higher order thinking skills, and the affective domain. Educational learning theory is discussed, including working memory, long-term memory, and cognitive skills.…

This article proposes a model that continuously calibrates happiness and considers its application with people who have mental retardation. The model suggests that the affective system is continuously recalibrated as a result of either positive or negative affect in a particular domain. Thus, as objective circumstances vary, the person still…

Both cognitive and affective goals may be achieved through choice of instructional strategies in any particular subject area. Appropriate instructional strategies include socratic peer discussion of dilemmas, values clarification techniques, role playing, simulation and games, creative dramatics, and various classroom investigation techniques (the…

In producing and comprehending messages, a communicator relies on a "message design logic" embodying an individual's knowledge about how to relate message forms and functions. According to this model, there are three different message design logics: (1) expressive, in which self-expression is the chief function, and affective and…

Discusses the affective factors that underpin and guide moral judgements. Suggests a pedagogical model for affective development in moral education, based upon the expanding social environment in which a person defines and redefines him/herself and that environment's relation to the educational milieu. (DMM)

Argues that a deeper analysis of the affect and how it develops is needed for the design of effective learning activities. Topics discussed include the Taxonomy of Educational Objectives in the Affective Domain; a model of skilled behavior; theories of the development of attitudes and affect; affective objectives for instruction; and instructional…

The model described here attempts to provide professional staff members with a framework for meeting locally identified affective goals or needs. Suggestions are made concerning how to develop classroom activities, accompanying teaching strategies, and criteria for satisfactory completion of each activity. Faculty members develop plans by working…

This ten classroom-hour instructional model for alcohol education focuses on cognitive information, affective instruction, and selected field activities to assist students in establishing physiological and psychological relationships in alcohol areas. This integration is organized to clarify values and instill responsible alcohol-related behaviors…

Reviews literature on developmental students' negative attitudes toward mathematics and themselves. Describes a model for math tutoring emphasizing the reduction of math anxiety and development of capacities for independent learning through dialogue, analysis of error, response to affective needs, reeducation about the learning process, and…

Discussion of relevance in information retrieval focuses on manifestations of relevance within a system of relevance. Discusses intention, context, inference, and interaction; explains the concepts of affective, motivational, situational, and socio-cognitive relevance; and proposes a consolidated model of relevance manifestations. (Author/LRW)