As predicted, subjects scored higher on subtests of the Wechsler Intelligence Scale for Children which they had rated positively than on those which they had rated negatively. This positive reinforcement value effect supports the purposeful human image advanced by logical learning theory. No racial or social class differences were seen. (Author/CP)

Although strongly supported by those aware of the movement, the "Back to Basics" approach in education is not clearly defined. Problems in interpreting the concept, determining basic competencies, and implementing such a program on a statewide basis are explored. (JMD)

The study attempted to determine if: 1) achievement test scores in biology course for elementary teachers would be predicted by precourse preference for biology and science and student behavior as measured by in-class affective behaviors; and 2) postcourse preference for science and biology would be predicted by achievement-test scores. Support…

This article discusses values education, with its emphases on personal assessment and enjoyment of those things that have an impact on the individual. (JD)

This article discusses the importance of emotions in human life and how emotions can be brought under rational assessment and evaluated in relation to worthwhile educational goals. (JD)

The effects of structuring classroom learning cooperatively or individualistically were compared, and results indicated that cooperative, compared to individualized, learning resulted in greater ability to take the affective perspective of others, more altruism, more positive attitudes toward classroom life, and higher achievement. (Author/BW)

Purpose was to assess immediate and dealyed effects of social modeling, cognitive structuring, and two self-management strategies for increasing affective self-disclosure. Social modeling and cognitive structuring had immediate effects on affective self-disclosure. A combination was more effective over time than any single treatment or no…

Discusses the role of anger in young children and its relationship to learning and suggests specific approaches and techniques for managing aggression in young children. Cites over a dozen strategies for teaching children more effective mastery of their angry feelings. (BR)

Further replication using other test instruments and measured variables is suggested, but the results of two studies appear to support the view that providing rational ideas fosters mental health while providing psychodynamic insight does not. (Author)

This article presents the theoretical and practical implications of a psycholinguistic model which exploits students' knowledge about language and which incorporates attitudinal variables into a strategy for teaching foreign language grammar. (DB)

This study examined response bias in 108 female adolescents randomly assigned to one of three groups: (1) interactive computer interview; (2) face-to-face interview, or (3) self-administered questionnaire. Results showed no significant group differences on reports of sexual behavior, substance use or symptomatology. (Author/BS)

Compared family interactions of intact families with clinically depressed mothers with those of normal families. Analyzed nonverbal affective behavior. Depressed mothers emitted significantly higher rates of dysphoric affect and lower rates of happy affect than did normal mothers. Interactions between mother's dysphoric affect and family's…

Toward Affective Development (TAD), a 191-lesson program designed to stimulate psychological and affective development for third- through sixth-graders, can be used in special education, resource rooms, and remedial settings. TAD's five sections encompass: openness to experience, effects of emotions, group dynamics, individuality, and conflict…

Describes three instructional guides designed to raise students' thinking about short stories beyond factual recall to interpretation, application, synthesis, and evaluation of material, and to foster positive affective responses as concomitant reading behaviors. (RS)

A review of existing emotional disorder assessment techniques confirmed that they are inappropriate for most children and adolescents with developmental disabilities and pay inadequate attention to affective symptoms in these subjects. A new instrument designed to evaluate mood and affect which has shown good interrater agreement is described.…