Describes the opportunity teachers have to develop attitudes of respect and responsibility in young children. For example, the way the teacher interacts with children will determine whether they are kind to animals, Respect in children develops from being respected, and responsibility from having a stake in a project or any endeavor. (BR)

Paper presented at the annual meeting of the Society of Multivariate Experimental Psychology, Austin, November 1968. Research supported by a grant from NIH to the Institute for Juvenile Research.

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)

Highlights some thoughts about affective responses to literature as a work of art and an aesthetic literary experience. (HTH)

Twenty-two self-awareness activities designed to discover more about the internalized adult, parent, and child within each gifted student are presented. Among activities listed are planning to have more time for things one enjoys doing, recalling past feelings and becoming aware of current feelings, and thinking about future occupations. (CL)

Investigated children's understanding of facial expressions such as anger, sadness, and disgust. Further study explored children's capacity to associate components of emotional expressions with the emotions to which they are related. (Author/RH)

Teachers of gifted children are addressed in a discussion of dealing with feelings of gifted students. Combining respect for their skills and talents with an ability to manage and confront their manipulation is considered. (CL)

Reports an experiment with five-year-old children which tested the hypothesis that a change in affect between input and test interferes with performance in a nominally noncued free recall test but not with performance on a cued recall test. (JMB)

Assessed direct relations between three aspects of self-reported anger regulation and peer-rated social preference and aggression as well as indirect relations between these constructs as mediated by observed anger expression. Interviewed 274 second-graders following anger-arousing games. Found that anger regulation was only indirectly related to…

Chapters of this special issue identify three characteristics of persuasive text that can be useful in inviting conceptual change. These are: (1) the comprehensibility, clarity, and credibility of the text; (2) the importance of explicitly addressing the readers' prior beliefs; and (3) affective and motivational factors. (SLD)

Studied facial expressions of 20 infants of 4 and 6 months during contingency or noncontingency learning. Differing emotional expressions and distinctive patterns of expressions characterized contingent but not control subjects. Results indicated that emotion and contingency learning were closely linked in young infants. (RJC)

Explored sex differences by administering several affective scales to 455 undergraduate students. Significant sex differences were found on only two of nine affective scales, and substantive significance of these differences seemed minimal. Concluded that promotion of faulty stereotypical beliefs should be abandoned in favor of increasingly…

Autonomic responses of 5- to 10-year-old children were measured while the children watched a videotape in which a doctor and child expressed negative, neutral, or positive affect. For 5- and 6-year-old children, autonomic responses were greatest while watching, and errors in subsequent memory tasks greatest after watching, the negative affect…

Discusses the similarities between mathematics and sex as a nonlinguistic means of communication and for which there is a fear of performance failure. (MDH)