Examined the role of affect and conation in the science test performance of 491 high school students. Results show differential patterns of correlations, varying with level of generality of affective and conative constructs and with different aspects of science achievement. Invokes theoretical frameworks to interpret the results. (SLD)

Study examined the validity of self-reported delinquency and socio-emotional functioning of 48 court-probated juveniles. In summary, the youth acknowledged involvement in more delinquent activities than were reported by their parents or noted in probation records. Adolescent self-report may play a critical role in the identification of effective…

Investigated effects of affective/cognitive empathy training program on empathy level in 24 aggressive adolescent girls in residential treatment center. Experimental group was exposed to training sessions to increase empathy levels. Posttest revealed significant positive relationships between ego development and both affective and cognitive…

Data on problem solving collected within the framework of G. Eckblad's cognitive theory of affect (1981) are analyzed with 3-mode principal component analysis. Eight tasks with 6 judgment scales were completed by 32 13-year-old boys. The effectiveness of the TUCKALS principal components analysis method is discussed. (SLD)

Increased sharing behavior of preschoolers (N=6) by exposing group to: (1) books with themes on sharing, (2) a puppet presentation of book characters modeling sharing behavior, and (3) child use of puppets to portray book character sharing behavior. Found combined bibliotherapy and puppetry increased preschooler sharing behavior. (Author/CM)

Describes a series of studies of both student and professional writers. Concludes that writers' emotions change discernibly when they compose. Finds intensified positive emotions (such as excitement and happiness), weakened negative-passive emotions (shame and boredom), and less variable negative-active emotions (including fear and anger). (SG)

Evaluates the extent to which 54 infants aged three, six and nine months and their mothers were able to coordinate their behavior. Results indicate that mother-infant pairs increase their degree of coordination with infant age, but the proportion of time they are coordinated is small. (RJC)

Investigated the effect of setting on the social referencing of 48 children of 6-40 months. Behavioral regulation was observed in familiar child care centers and an unfamiliar university laboratory. Affect was not influenced by setting and showed regulation only for the oldest children. (RJC)

Provides an overview of research on infant and child emotion regulation, beginning with consideration of emotion as a set of responses to particular stimuli. Emotion regulation is the process through which activation in one response domain serves to alter, titrate, or modulate activation in another response domain. (RH)

Evaluates the validity of extrapolating research findings from the Monadic Phases Coding System (MP) to the Maximally Discriminative Facial Movement Coding System by coding videotapes of 12 4-month-old infants engaged in mother-infant interaction. (RJC)

Event-related potentials (ERPs) were recorded from infants shown sets of familiar faces presented frequently and infrequently, and a set of novel faces presented infrequently, and correlated with infant emotional behavior and cortisol levels. Found that infants scoring higher on the normative ERP factor were more distressed during parent…

The relationship between abnormal stereotyped behaviors and abnormal focused affections was examined in 20 children (ages 7-13) with developmental disabilities. Results include all children with abnormal focused affections exhibited stereotypes; abnormal focused affects could be studied reliably in this population through several methodologies;…

Connections between gifted intellect and creativity and Klaus Riegel's Dialectical Psychology are discussed. Dialectical Psychology is explained in terms of the set-theoretic operation of symmetric difference and the set-theoretic complement thereof. It is shown how this structure is involved in developmental psychology, memory, learning, gifted…

Tests whether a set of nonverbal comforting strategies and their relationships with affective orientation and gender in previous research are generalizable to a broader sample. Concludes gender differences in affective orientation, diversity and number of strategies, and use of specific strategies were supported. Finds that females were more…

The content of claims that basic emotions are the primitive building blocks of other nonbasic emotions is examined. It is suggested that the concept of basic emotions as elementary psychological primitives which explain other emotions is a false concept. An alternative approach is proposed. (SLD)