A review of research and case studies concerning how the size and type of an institution of higher education affect academic achievement and affective development showed that size should not be seen as an independent variable having any direct impact on institutional outcomes. (RM)

Discusses the many ways in which conversation surfaces in a seventh-grade classroom and the significance that talk has for the students' linguistic and affective learning. Contains excerpts from student diaries and teacher responses to them. (HTH)

Peer competence in preschool children in two classes was assessed via (a) teacher rankings of social competence, (b) peer sociometrics, and behavioral measures of (c) social participation, and others. Affective expression and social behavior were temporally stable and consistent across contexts for both classes; however, patterns of…

Seventeen processes in the development of expressive behavior are reviewed and coordinated in a framework that is shown to accommodate current perspectives on expressive behavior development. Works of Ekman, Izard, Lewis and Michalson, and Sroufe are briefly reviewed. Neglected areas of research are indicated and the course of expressive behavior…

This is the concluding part of an article published in the August 1983 edition. A number of arguments are developed to demonstrate the inadequacy of behaviorally defined objectives as a basis for curriculum planning. (SSH)

Four studies investigated possible sources of preschoolers' stereotypes about emotionality, including parental stereotypes, parental reinforcement practices, television programing, and actual sex differences in emotionality. Results suggest that each of these sources may potentially contribute to children's stereotypes about emotional differences…

Analyzed 10 interaction dimensions of group behavior and three emotional atmosphere categories among old and young participants in 12 "support-discussion" groups. Results showed significant differences with respect to frequencies of boundary, self-disclosure, and support behaviors. In addition, the young showed signs of boredom more frequently.…

A dental school's experience using data on student attitudes toward a restorative dentistry laboratory course and an experiment conducted during the course to make curricular and methodological changes, and subsequently evaluate those changes, is described. The questionnaire used and response tabulations are included. (MSE)

The purpose of this study was to explore differences in personality traits between children in open and in traditional classrooms, considering any differences in relation to sex. Results indicated that, generally, children of both sexes seem more capable of coping with their environment in the open classroom program, with differences being more…

The affective components of a situation were powerful determinants of the facilitative self-control of children in the situation. Both the ongoing affective tone of the child's cognition during task performance, which replicated the results of Masters and Santrock (1976), and the ecological setting were linked to the continued maintenance of…

The affective quality of relationships between noninstitutionalized white, elderly (65+) parents and their adult (21+) children was explored through interviews with 54 parent-child pairs. The health and the attitude toward aging indicator were found to be statistically significantly related to the family relationship indicator. (Author)

The middle school must meet the complex needs of children who are developing at different paces, who are uncertain of themselves and often emotionally volatile and who require individual attention, consistent guidance, and the opportunity to make sound value judgments. (JD)

This study provides evidence that interpersonal skills in feeling expression and inquiry are teachable in the university setting. (AM)

Considers the nature and motivational drives of the adult learner and some of the reasons he begins and continues in a renewed educational adventure. (HD)

This is the first book to link the issues of emotional literacy, equity and social justice, and the education of the whole child, thus providing the social and political context for emotional literacy. In connecting emotional literacy and equity with the structure of schooling, it establishes that co-educational schools can contribute to enabling…