Time factors complexly, dynamically interact with each other and with other contextualized variables in language learning. The time-tied nature of language learning is captured in what I call the "time-prism," which is the central symbol of temporality in this paper. The facets of the prism discussed in this article are (1) language…

The Cognitive-Affective Theory of Learning with Media postulates that affective factors as well as individual learner characteristics impact multimedia learning. The present study investigated how experimentally induced positive and negative emotions influence multimedia learning and how learner characteristics moderated this impact. Results…

Theories of affective learning suggest that early experiences contribute to emotional disorders by influencing the development of processing biases for negative emotional stimuli. Although studies have shown that physically abused children preferentially attend to angry faces, it is unclear whether youth exposed to more typical aspects of negative…

The Cognitive-Affective Theory of Learning with Media framework posits that the multimedia learning process is mediated by the learner's mood. Recent studies have shown that positive mood has a facilitating effect on multimedia learning. Though literature has shown that negative mood encourages an individual to engage in a more systematic,…

The purpose of this qualitative research study is to explore and describe the experiences of transformative learning in seminary students and clergy who have participated in a Clinical Pastoral Education (CPE) residency program while providing pastoral care to patients in an acute care hospital setting. This research focuses on the affective…

Suggestology is the scientific study of the psychology of suggestion and Suggestopedia in the application of relaxation and suggestion techniques to learning. The approach applied to learning processes (called Suggestopedic) developed by Dr. Georgi Lozanov (called the Lozanov Method) utilizes mental and physical relaxation, deep breathing,…

The discussion is organized around the following five broad principles: (1) The source of educational relevance is the analysis of coping behavior. (2) Generalization and differentiation are the cutting edges of the educational process. (3) The learner is an active and affect-generating element of the learning situation. (4) Man is a…

Critiquing Skinner's and Kohlberg's moral development theories as inadequate, the author asserts that affective development (compassion, empathy, caring) is necessary to moral action. While saying that schools are limited in their ability to provide moral education, he outlines qualities of an educational environment which could facilitate moral…

Examines the research on affective variables as they relate to language learning, with particular attention to anxiety. (Author/AM)