Examines the processes that underlie the association between trait expressiveness and marital satisfaction. Analyses suggested that expressiveness promotes satisfaction by leading spouses to engage in affectionate behavior and by leading them to idealize their partner. Extends previous research by providing a plausible explanation of the…

The paper describes a theoretical framework for the study of cognitive and affective behavior of deaf children that relates social-psychological family variables and global classificatory variables to children's outcomes. An interactionism framework assuming that behavior is the result of continuous interaction between persons and the situations…

The paper discusses unique problems associated with affective dependent measures in comparative studies in special education. The use of a brief response integrity scale is recommended to assess differential magnitude of the social desirability response style when groups are to be compared. (Author/DB)

John Martin Rich argued (Journal of Moral Education; v9 n2 p81-87) that emotions should have a more central place in moral education than is normally given to them. It is contended here that the particular arguments employed by Rich cannot be sustained. (Author/RM)

The paper reviews recent history of study of human emotions in psychology and traces factors that have been responsible for a remarkable increase of interest in emotions, especially as regulators of human behaviors. Research on social referencing is reviewed, showing importance of social referencing with infants as young as 8.5 months. Clinical…

A summary of research on affective and cognitive development in young children with Down syndrome notes that affect and cognition seem as closely interrelated in Down syndrome as in nonretarded children. Overall findings indicate that from birth to two, children with Down syndrome experience significant delays in development of both affective and…

Discusses research on the role of individual differences in emotionality and regulation in empathy-related responding (sympathy and personal distress). Links sympathy to intense emotionality and high regulation. Empathy-related responding is better predicted by a combination of emotionality and regulation than by either separately. Examples are…

Discusses the affective domain and its relationship to instructional systems design. Topics include social problems rooted in the affective domain of behavior, the cognitive versus the affective domain, emotions, emotions and information processing, specifying learning outcomes in the affective domain, and targets of instructional analysis.…

Responds to Zajonc's criticism of author's own belief in primacy of cognition by defining what he means by "emotion" and discussing whether sensory preferences can be regarded as emotions. Says that the evidence Zajonc presents to supporting his claim for the primacy of emotion and its independence from cognition is specious. (CMG)

Underachievement in gifted students is a behavior that can be modified by an awareness of its causes and the introduction of preventative strategies. Some of the dualities which suggest intervention procedures are push vs. pull, risk taking vs. risk making, encouragement vs. praise, and first best vs. first worst. (Author/SW)

Examines the association between executive cognitive functioning (ECF), negative affectivity (NA) and drug use in adolescent males. The high average risk group had lower ECF scores and higher NA scores than the low average risk group. Low ECF and high NA were significantly correlated. Family history moderated the relation between ECF and drug use…

Links infrahuman and human research in an examination of sensory and experiential factors that regulate early mothering behavior. (PCB)

Critiques the work of R. L. Stine, writer of juvenile horror fiction. The "Goosebumps" series for readers ages 8 to 12 years and the "Fear Street" series for those ages 9 to 14 years, both created by Stine, are shock fiction for the young--fiction that is all sensation, but no real feeling. (SLD)

Emotional characteristics of gifted children are examined. Frameworks developed by G. Betts and M. Neihart and by A. Roeper, which classify children by features of their characteristic emotional response, are described. Gifted children's unusual levels of sensitivity and intensity are noted and illustrated with a case example. (JDD)

Reading disability research indicates numerous possible internal and external factors, usually in composites, which can be accompanied by emotional maladjustment as the cause and effect of reading problems. The types of stressful conditions and maladjustments are discussed. Specific areas needing further research are suggested. (CM)