Asserts that cognitive therapies are concerned with human affective experience, but not limited to conscious, rational, affectively-neutral concerns or difficulties. Cites examples of healthy programs of research and theoretical development in cognitive psychology. These therapies hold promise for integrating theoretical and empirical work in…

Relations among hormone levels, emotional dispositions, and aggressive attributes were examined in 56 boys and 52 girls, aged 9 to 14 years. (PCB)

Two studies concerned with agreement in ratings of temperament are reported. Ratings of the mothers of toddlers versus daycare workers were compared on the Toddler Temperament Scale (Study 1), and on ratings of a videotape of a 2-year-old child for responses relevant to six dimensions of temperament (Study 2). (Author/BN)

Examined "sentiment-override" hypothesis that couple members' cognitive/affective reactions to their partners' behaviors are insensitive to communication quality of those behaviors, and that cognitive/affective insensitivity obstructs interventions to improve communication. In 40 couples, found that only males displayed pattern of results…

Findings indicated that (1) when siblings were 24-months-old, their social-emotional behavior displayed some concordance, and maternal behavior was stable with all siblings; (2) significant concordance in siblings' social-emotional behavior was conditioned by stability of maternal behavior; and (3) quality of infant-mother attachment at 12 months…

Physiological measures were monitored as 80 undergraduate women watched videotapes of responsive and unresponsive children in anticipation of interaction with them and later during a postinterview. Results were interpreted as indicating the importance of social cognitions as moderators of caregiver response to child behavior. (RH)

Discusses the role of affect in cognitive processes. Concludes that to study the affective as well as cognitive components of composing is to acknowledge their true interrelatedness. (MS)

Infants expressed more joy and looked longer at their mothers during a joy condition, and they showed more sadness, anger, and gaze aversion during a sadness condition. They engaged in more play behavior in the joy condition than in the sadness condition. Several significant relations between infants' gaze behavior, emotion expressions, and play…

Compared one experimental reminiscence group, using a conventional format to recall memories from different life stages and another using an experiential format that included focusing on feelings and thoughts with each other and with control samples that did not formally meet in groups, but that were tested in groups. All groups increased in…

Describes program to help novice medical students handle first experiences with the cadaver. Explains how program attempts to humanize the cadaver experience and enable students to recognize and address their feelings. Discusses orientation, program components, and memorial service for deeded bodies. (Author/NB)

Notes the proliferation of various pupil profiling schemes as a means of providing additional information about students' knowledge, skills, and personality. Examines the assumptions underlying their use, focusing on the affective curriculum as the impetus for their development. (JDH)

Findings of this observational study of 74 families tentatively support the conclusion that the psychological characteristics of emotional distress, authoritarian child-rearing values, and negative perceptions of children partially mediate the influence of some demographic/stressful life conditions on the positive and negative behaviors of…

The National Association of Secondary School Principals formed a national task force on learning styles, defining them as the composite of cognitive, affective, and physiological factors that indicate how a learner approaches learning. The goal was to develop a workable diagnostic instrument leading to personalized education. (MT)

A structural model of emotions was used to reveal patterns in how children interpret the emotional facial expressions of others. Tests with young children and adults indicate that children organize the emotional domain in a systematic fashion, initially according to pleasure and arousal and later in terms of adult-like categories. (Author/AS)

Eight group activities are presented to promote the emotional and social development of gifted and talented students. Guidelines stress the importance of modeling desired behaviors, using openings and closings, and dealing openly with conflict. (Author/CL)