The investigations described in the ten fascinating research studies contained in the current volume of "ZDM Mathematics Education" evoke some perspectives in response. I consider the articles thematically in relation to a suggested set of important or pressing questions about creativity and giftedness in mathematics education, grouped…

Advanced technologies have made it possible for neuroscientists to make remarkable discoveries regarding how our brains learn. This research should provide new insights into the designs of learning environments. This essay is an attempt to suggest how the possibilities of neuroscience might be employed to meet contemporary educational demands,…

Research showing that activation of negative stereotypes can impair the performance of stigmatized individuals on a wide variety of tasks has proliferated. However, a complete understanding of the processes underlying these stereotype threat effects on behavior is still lacking. The authors examine stereotype threat in the context of research on…

Society is in turmoil that can be termed a moral crisis the result of dogmatic materialistic worldviews. A more holistic framework for moral development based on the tripartite theory that considers cognitive, affective and conative domains and capacities is presented along with some guiding principles as an answer to the needs of the modern…

Criticizes Zajonc's thesis that in the course of forming impressions, preferences, and attitudes, feelings can sometimes precede associated cognitions. Zajonc's claim that sometimes affect is precognitive is said to be inadequate on both logical and empirical grounds. (Author/CM)

The first purpose of this editorial is to indicate a parallel trend in two disparate areas of research: information processing and cognitive-behavior modification (CBM). The second purpose is to highlight the role that affect plays in intellectual functioning, noting implications following the assessment of intelligence. (Author/RD)

Reflects on G. Zivin's framework on the development of expressive behavior. Stresses the need to include noncognitive, as well as cognitive, affective activation in the framework, and the necessity for the adoption of an inclusive, synthesizing strategy at this stage of knowledge. (HOD)

Describes the symposium on action theory presented at the 1983 meeting of the International Society for the Study of Behavioral Development in Munich. The symposium included reactions to action theory from a variety of theoretical perspectives. (Author/RH)

Reasserts view that there can be emotional or affective arousal without prior cognitive appraisal. Criticizes Lazarus's rejection of this view on the grounds that it presents no empirical evidence, is based on an arbitrary definition of emotion, and obliterates all distinctions between cognition, sensation, and perception. (CMG)

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)

Responds to Susan McLeod's "The Affective Domain and the Writing Process: Working Definitions." Suggests and defends an alternate way to define affect, based on the interweaving of affect and cognition. Discusses the "cognitive-affective dance." (PRA)

It is suggested that achievement of major aesthetic education goals can be directly facilitated by engaging students in historical activities. Examinations of the concepts of self-consciousness, judgment, imagination, particularity, and change are presented, demonstrating the similarities between aesthetic education processes and historical…

Asserts that composition studies should include the study of emotion. Focuses on the piece of social psychology from which "attitude" emerges as a core concept and came to share with "emotion" a common phenomenological base. Discusses the rise of social psychology and the construct of attitude, cognitive studies and social…

The human brain is triune--controlling physical activity, emotion, and cognition. Strategies for dealing with the affective element, such as creating self-awareness, positive self-concept, trust, and acceptance, are important influences upon learning. (SK)

Details some problematic features of G. Zivin's framework on the development of expressive behavior. (HOD)