Twenty-two self-awareness activities designed to discover more about the internalized adult, parent, and child within each gifted student are presented. Among activities listed are planning to have more time for things one enjoys doing, recalling past feelings and becoming aware of current feelings, and thinking about future occupations. (CL)

Investigated children's understanding of facial expressions such as anger, sadness, and disgust. Further study explored children's capacity to associate components of emotional expressions with the emotions to which they are related. (Author/RH)

Teachers of gifted children are addressed in a discussion of dealing with feelings of gifted students. Combining respect for their skills and talents with an ability to manage and confront their manipulation is considered. (CL)

Reports an experiment with five-year-old children which tested the hypothesis that a change in affect between input and test interferes with performance in a nominally noncued free recall test but not with performance on a cued recall test. (JMB)

Assessed direct relations between three aspects of self-reported anger regulation and peer-rated social preference and aggression as well as indirect relations between these constructs as mediated by observed anger expression. Interviewed 274 second-graders following anger-arousing games. Found that anger regulation was only indirectly related to…

Chapters of this special issue identify three characteristics of persuasive text that can be useful in inviting conceptual change. These are: (1) the comprehensibility, clarity, and credibility of the text; (2) the importance of explicitly addressing the readers' prior beliefs; and (3) affective and motivational factors. (SLD)

Studied facial expressions of 20 infants of 4 and 6 months during contingency or noncontingency learning. Differing emotional expressions and distinctive patterns of expressions characterized contingent but not control subjects. Results indicated that emotion and contingency learning were closely linked in young infants. (RJC)

Explored sex differences by administering several affective scales to 455 undergraduate students. Significant sex differences were found on only two of nine affective scales, and substantive significance of these differences seemed minimal. Concluded that promotion of faulty stereotypical beliefs should be abandoned in favor of increasingly…

Autonomic responses of 5- to 10-year-old children were measured while the children watched a videotape in which a doctor and child expressed negative, neutral, or positive affect. For 5- and 6-year-old children, autonomic responses were greatest while watching, and errors in subsequent memory tasks greatest after watching, the negative affect…

Discusses the similarities between mathematics and sex as a nonlinguistic means of communication and for which there is a fear of performance failure. (MDH)

Investigated parents' perceptions of their children's emotional expressiveness in study comparing 16 older, nonretarded autistic and 19 normal children and in second study comparing 26 young autistic, 25 mentally retarded, and 26 normal children. Both groups of autistic children were perceived as showing more negative emotion and less positive…

Explored salient themes in the life review of frail elderly people who live alone and are in many ways in socially vulnerable position. Data from 134 in-depth interviews with frail elderly Social Service Department clients in North London revealed that salience of loss in their life reviews. Interviews revealed strong feeling of unresolved grief.…

Responds to Heesacker and Prichard's (1992) article on male emotional expressivity. Challenges use of theories of Bly. Questions their assertion that our culture offers men no powerful images of maleness and assumption that modern society centers on women's affective style. Takes issue with their claim that feminist researchers do not view male…

Examination of the Affective and Continuance Commitment Scales of J. P. Meyer and N. J. Allen using confirmatory factor analysis for 333 subjects with the LISREL 7 computer program provided strong support across multiple diagnostics for existence of a reverse coding factor defined by the 6 negatively worded scale items. (Author/SLD)

Analysis of 23 studies revealed support for Mezirow's ideals for transformative learning: promoting rational discourse and critical reflection. Essential teaching practices include group ownership, experiential activities, affective learning, contextual awareness, and value-laden content. Research needs were identified. (Contains 57 references.)…