Forty-eight children aged four and six years listened to stories in which it would be appropriate for the protagonist to feel a negative emotion. Results indicated that six-year-olds were more accurate than four-year-olds in judging that real and apparent emotion would not coincide when the protagonist hid feelings. (RJC)

This article examines cognitive models of peer learning in school and the implications that these models have for the teaching of science in primary schools. The article is a product of the European Commission, Socrates Comenius 2.1 funded project "The Implementation of Scientific Thinking in (Pre) Primary Schools Settings (STIPPS)" project…

The purpose of this paper is two-fold: (a) to deepen environmental educators' understanding of the possibility and process of developing a sense of place in a transient culture, and (b) to encourage all environmental educators to explore their sense of place transformations. A personal anecdote of a rooted New England surfer and educator who…

We tested the hypothesis that mother-child warmth and responsiveness would moderate the link between young children's theory of mind skills and self-worth. Participants included 125 same-sex pairs of 3.5 year-old twins and their mothers. A battery of tests was individually administered to measure the children's theory of mind skills and verbal…

The author examines how students in three countries use four styles of cognitive integration (affective balance, affective-evaluative consistency, centralization, and image comparability) within the cognitive domains of nations, acquaintances, self-roles, and family relations. (DE)

A proposed study of the differences in the way children perceive, approach, and behave in problem-solving situations is described. The behavioral measure to be used is "glancing," which has been related to outerdirectedness. Children will be given two sets of two puzzles to put together. On the basis of the number of glances and the situation in…

The smiles and laughter of an infant form the beginning of the developmental process of interpersonal interaction and socialization. The earliest smiles are automatic expressions of internal states, but soon infants' smiles are communications of pleasure. The developmental changes in smiling and laughing in early infancy reflect the rapidity with…

Person perception is used in this study to refer to the behavioral domain which is also called interpersonal or social perception. This domain typically consists of judgments of other persons' actions, expressions, or intentions. Three groups of 10 children differing on IQ and CA comprised the subject population. One group was gifted, one average,…

Discusses how affective goals in science education can be identified. The discussion includes (1) the common definition of affective domain; (2) Krathwohl's taxonomy of affective objectives; (3) self-concept objectives; (4) evaluation of outcomes; and (5) developing behavioral objectives dealing with the affective domain. (HM)

Examines the connection between children's own storying in play and the narrative fictions offered them in children's literature. (HOD)

Ways in which teachers can help children in kindergarten and the primary grades develop some of the cognitive and affective capabilities necessary for a global perspective are discussed. Specifically examined are course content which fosters global knowledge and which shows how children can be taught to assume the perspective of others. (RM)

Through consultation about classroom verbal interaction, the counselor can help teachers realize the extent to which the affective domain is overlooked in the classroom and can demonstrate techniques and procedures for dealing with students' emotions that should enhance learning efficiency. (Author)

The effects of graded and nongreded curricula on the cognitive and affective development of 246 academically talented elementary students were investigated. (DLS)

A total of 416 elementary school children described in writing what their grandparents meant to them. Girls were more likely than boys to mention love. Younger children reported obtaining more affective provisions (e.g., attachment and nurturance) from grandparents while older children reported more cognitive provisions (e.g., guidance and pride…