"Learning can be defined as change in a student's capacity for performance as a result of experience" (Kenneth D. Moore). The intended changes should be specified in instructional objectives. Viewed in this context, an objective can be defined as a clear and unambiguous description of your instructional intent. An objective is not a…

This paper starts from the premise that there is more to writing than simply skill, knowledge and ability, i.e. cognition. This is an important part of writing but is only one aspect of it. The paper discusses the idea of the affective domain and goes on to focus largely on the positive and negative attitudes and feelings of graduate students…

Discusses the use of graphics in instruction and concludes that cosmetic and motivational graphics can be more realistic and detailed for affective goals, while schematic graphics may be best for the more cognitive functions of focusing attention and presenting actual content. Domains of learning, mental models, and visualization are examined.…

Offers seven lesson plans to help blend the affective and cognitive realms of children's learning, connecting an emotional lexicon with written and spoken dialogs, photographs, arguments, and movements. (DMM)

Discussion of relevance in information retrieval focuses on manifestations of relevance within a system of relevance. Discusses intention, context, inference, and interaction; explains the concepts of affective, motivational, situational, and socio-cognitive relevance; and proposes a consolidated model of relevance manifestations. (Author/LRW)

Discusses affective behaviors as complex sets of mental processes and actions that are affected by current context, past learning, and present need state. Highlights include motivation, emotion, and cognition; relationships between the affective and cognitive domain; and ways to achieve desired affective outcomes. (LRW)

This monograph builds upon rapid developments in the field of learning styles during the past few years, providing useful information about the theory, research, instrumentation, and practice of learning style. The first section presents an overview of learning style and addresses the school learning process, learning style concept, cognitive…

The Beginning Teacher Evaluation Study, using a behavioral approach, sought to identify classroom conditions and activities that foster student learning. A study that focuses on both affective and cognitive variables of the teaching-learning process is also needed. (CJ)

Although there is unanimity among educators that art and art education exert a positive influence on children, diverse philosophical, social, and psychological views and values have inhibited the formation of teaching goals and strategies that acknowledge the emotional and cognitive significance of visual art. The general aims of art education…

Examines implications from cognitive psychology which are important for the design of microcomputer-based instructional simulations. Topics addressed include cognitive structure, including schemata and mental models; cognitive and metacognitive strategies; automaticity of cognitive processes; and affect, or the motivational appeal. (Contains 86…

Provides a design for teaching group counseling leadership skills involving cognitive knowledge, group leadership techniques, membership participation, and supervised leadership experience in a single course for graduate students. Course evaluations have indicated students benefit from the group participation and leadership experience. (JAC)

During the last two decades of work in predicting and explaining school achievement, much research has emphasized the identification and measurement of student cognitive and affective processes which predict and also promise to help explain and facilitate school achievement. This review focuses on modifiable cognitive and affective processes, as…