Discusses theoretical and practical questions regarding the development of pride and shame in children, which is claimed to be linked to both cognitive-developmental factors and socialization. Specific developments through childhood and adolescence in the conditions that produce pride and shame are proposed. (Author/RH)

The article reviews characteristics of early, middle, and late adolescence in terms of self-concept, peer relations, and emotional development and notes special problems (such as defense mechanisms, depression, and drug abuse) that professionals face in working with adolescents. (CL)

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…

Affect Abilities Training (AAT) illustrates the kinds of concrete methods which can be used to further the affective development of persons with mental retardation. The objective of AAT is to develop those emotional behaviors upon which the individual (and society) place value while decreasing those responses which are counterproductive to…

Proposes a model to study the interaction between cognition and affect in mathematics. Develops important dimensions related to affect and cognition. Explains the importance of taking into account such dimensions in this kind of research, referring to students who are failing academically through a case study. (Contains 21 references.) (Author/ASK)

A two-part study examined children's conceptions of the linkages between sociomoral events and emotional consequences for several event participants. Results of the first study indicated that children's conceptions were highly differentiated. The second study found children able to match affective information to events likely to cause emotional…

Examines the underlying dimensions of adolescent emotion through exploratory factor analysis. Self-reports from 483 male and female fifth through ninth graders were analyzed. Adolescent effect in students was found to be comparable to that observed in adults, with variations possibly related to social transition of adolescents. (SH)

Seven-year-old children (N=65) participating in a study of the influence of infant temperament on socioemotional development performed an auditory selective attention task involving words that varied in both affective (positive vs. negative) and social (social vs. nonsocial) content. Parent report of contemporaneous child temperament was also…

Assessment of learning outcomes and evaluation of teaching methods are necessary in order to ensure that students are learning the lessons that faculty believe they are conveying. Quantitative data on the effectiveness of various pedagogical methods allows faculty to make adjustments to classes over time. Regular assessment of student learning…

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)

Examines developmental trends in children's reactions to anger and affection occurring among others in the home. Children were studied for nine months when toddlers and for three months when between six and seven years of age. Data were provided by mothers trained in detailed reporting of discrete sequences of behavior. (RH)

This article presents a rationale for centering formal academic training in the affective domain. (Editors)

Examined expressions of negative emotion among 37 toddlers and strategies used to reduce or change these expressions. Six strategies were identified and evaluated. Findings suggest that active engagement was most commonly used and most negatively associated with child distress. Use of strategies varied by context. (HTH)

Three experiments using "backward reasoning" found that: age differences occurred in predicting surprise relative to false belief; by age five or six, children claim that surprise occurs when gaining knowledge where one was previously ignorant or held a false belief; by age seven to nine, they understand that surprise will more likely…