A theoretical scheme classifies user behavior into three domains of library activity--affective, cognitive, and psychomotor--and three levels of learning--orientation, interaction, and internalization. Examples of library skills and errors in each of the nine major classes are given, and applications to library instruction are suggested.…

Fifty-one families responded to questionnaires on affective relations between parents and their adolescent children. On the basis of the pubertal status of their children, families were classified into prepubertal, transpubertal, or postpubertal groups. Results showed that differences in family relationships were due to the transformation of…

Examines differences in the amount of affectionate behavior that early childhood teachers expressed to individual children versus groups, and to female and male children. Teachers were found to express more affection to females than males, and to individuals than groups. (Author/BB)

Wary infants were more likely than bold infants to reference their mothers when the stimulus, a caged rabbit, was first presented; however, as the exploration period progressed, bold and wary infants referenced equally often. Referencing occurred less often than affective sharing. (RH)

Notes weaknesses in current writing theory as it fails to deal with the affective domains--emotion, memory, motivation, and value. Recommends that future studies should try to make knowledge of the affective processes clear and useful to teachers and students. (NH)

Seventy-five twelfth-grade marketing education students, their teacher-coordinators, and their training sponsors rated the affective work competencies of students on the job. The data revealed that the students ranked themselves higher than either adult group. (JOW)

Presents formulation of death acceptance involving components of confrontation and integration. Describes Klug Death Acceptance Scale to measure death acceptance and provides data on scale's reliability, validity, and suggested norms. (Author/NB)

Analyzed communication among severely disturbed adolescents, recording interactions from computer-based "conferences" and small group face-to-face sessions, to determine differences in indications of psychological state, interpersonal interest, and expressive style. Content analysis revealed that computer-mediated communication was more, and more…

Proposes an integration of critical theory and humanistic education. Strengths and limitations of each are discussed, and a model for liberatory education is proposed. The model is illustrated with an example from a fifth grade classroom. Further dialogue among humanistic educators and critical theorists is recommended. (Author/VM)

Two studies examined the development of children's knowledge of the situations that provoke emotion. English and Dutch (Study 1) and Nepalese (Study 2) children were presented common emotional terms and asked to describe situations likely to provoke each emotion. In both cases, the determinants suggested by the children indicated that children…

Describes two experiments that examined children's understanding of the distinction between real and apparent emotion. Discusses the findings in relation to research concerning children's concept of mind, their grasp of the appearance-reality distinction; their ability to produce complex, embedded justifications; and their ideas about emotion.…

Spontaneous expressive control of negative emotion was examined in two studies of children three- to nine-years-old using an experimental "disappointing" situation. Study 1 examined facial expressions, verbalizations, and spontaneous references to emotional expression control. Study 2 examined the expressive behavior of 20 preschool…

The Classroom Environment Study explored instructional quality and classroom management factors as predictors of student cognitive and affective outcomes. The German contribution to this study, involving 39 fifth-grade classrooms and 39 regular and mathematics teachers over a two-year period, is described and results are presented. (Author/MT)

Women in different phases of the menstrual cycle were compared to men in their responses to a social interaction stimulus: a videotape depicting a female nurse interacting with a hospitalized patient. Sex differences and cycle-phase differences were found for both affective and cognitive dimensions. Premenstrual women differed from other women,…

Discusses ways in which classroom communication can be stimulated by encouraging students to talk about their positive emotions and points out the dangers of encouraging students to voice negative emotions. Describes two classroom activities that encourage positive emotions. (SED)