Discusses the role of affect in cognitive processes. Concludes that to study the affective as well as cognitive components of composing is to acknowledge their true interrelatedness. (MS)

Infants expressed more joy and looked longer at their mothers during a joy condition, and they showed more sadness, anger, and gaze aversion during a sadness condition. They engaged in more play behavior in the joy condition than in the sadness condition. Several significant relations between infants' gaze behavior, emotion expressions, and play…

Compared one experimental reminiscence group, using a conventional format to recall memories from different life stages and another using an experiential format that included focusing on feelings and thoughts with each other and with control samples that did not formally meet in groups, but that were tested in groups. All groups increased in…

Describes program to help novice medical students handle first experiences with the cadaver. Explains how program attempts to humanize the cadaver experience and enable students to recognize and address their feelings. Discusses orientation, program components, and memorial service for deeded bodies. (Author/NB)

Notes the proliferation of various pupil profiling schemes as a means of providing additional information about students' knowledge, skills, and personality. Examines the assumptions underlying their use, focusing on the affective curriculum as the impetus for their development. (JDH)

Findings of this observational study of 74 families tentatively support the conclusion that the psychological characteristics of emotional distress, authoritarian child-rearing values, and negative perceptions of children partially mediate the influence of some demographic/stressful life conditions on the positive and negative behaviors of…

The National Association of Secondary School Principals formed a national task force on learning styles, defining them as the composite of cognitive, affective, and physiological factors that indicate how a learner approaches learning. The goal was to develop a workable diagnostic instrument leading to personalized education. (MT)

A structural model of emotions was used to reveal patterns in how children interpret the emotional facial expressions of others. Tests with young children and adults indicate that children organize the emotional domain in a systematic fashion, initially according to pleasure and arousal and later in terms of adult-like categories. (Author/AS)

Eight group activities are presented to promote the emotional and social development of gifted and talented students. Guidelines stress the importance of modeling desired behaviors, using openings and closings, and dealing openly with conflict. (Author/CL)

Metaphor is an essential process and product of thought. Works of art, being developed products of thought, can be metaphors for felt dimensions of experience in its broadest sense. The metaphoric process can be used to interpret art works and art periods. (RM)

Findings indicated that attachment-related affect may reflect an affect continuum that underlies certain mother- and stranger-directed behaviors in the Strange Situation. However, not all aspects of reunion behavior can be predicted by prior separation reactions. (Author/RH)

Three examples of children (five to nine years old) with acting-out behaviors are cited to illustrate the author's contention that such behavior is indicative of specific developmental levels of social and emotional functioning. The need for intervention appropriate to the developmental level is asserted. (CL)

Large group activities in which affection was discussed, modeled, and practiced were effective in increasing peer interaction of three isolate preschool children, two of whom were developmentally disabled. Activities were designed to lessen aversion to touching and to increase peer social approaches, smiling, and active affectionate physical…

Offers seven lesson plans to help blend the affective and cognitive realms of children's learning, connecting an emotional lexicon with written and spoken dialogs, photographs, arguments, and movements. (DMM)

Explored intimate interaction in a home for the aged. Interviews with residents (N=40) and staff (N=26) revealed that the residents' intimate relationships were primarily with others outside the home. Factors impeding intimate interactions were related to negative stereotype of the aged and staff perceptions of their role. (JAC)