A review of research in the three areas of response to literature, reading interests, and the teaching of literature is presented. Each category of study is discussed in a separate chapter, with a bibliography included at the end of the chapter. In evaluating each study, the authors focus on the question with which it deals and its conceptual…

Over forty articles dealing with studies of affective variables were analyzed in this report of the Elementary School Subcommittee of the National Council on Measurement in Education's Task Force on Measurement of Affective Outcomes. The measurement problems were of both a theoretical and practical nature. The greatest practical problem is…

From 300 introductory psychology students, 40 female "snake phobics" were selected to test the hypothesis that distraction paired with fearful imagery is effective in alleviating the "phobia." Subjects were divided into three treatment groups and a control group: H+PI (fear hierarchy plus pleasant imagery as distraction), H+P…

After listing a selected bibliography on the affective and its impact on the curriculum, this section provides procedures for developing a form for reviewing books on the affective, summarizing the data found on the form, and searching for schemes to make the material useful for curriculum workers. (Author/IRT)

A list of skills needed for both reading and science programs are discussed.

This study reports the initial results of an attempt at introducing and validating the theoretical construct of loneliness. The conception of loneliness included four components: intensity and types of missing relationships; rationalizations and defenses of feelings of deprivation; time-perspective; and perception of personal abilities to change…

Feelings of loneliness result from the lack of opportunity to relate to others on an intimate level and express one's thoughts and emotions freely, without fear of rejection or misunderstanding. American society frustrates this need by emphasizing individual fulfillment and downgrading the importance of commitment to others. (Author)

Describes the philosophical bases of confluent education, and provides examples of this method in language instruction. (AM)

Affective education stresses that teachers develop and reinforce student attitudes, values, and feelings. Our formal educational system too often forgets that what is necessary for learning lies within the student, not in the teacher. Schools are among the most powerful settings for growth in affect. (CP)

Borrowing freely from Freud, Piaget, and others, this article compares and integrates primary (emotional) and secondary (intellectual) process according to seven distinct but overlapping structures: (1) weight; (2) pathways; (3) time and space; (4) operational dialectic; (5) sources of energy; (6) morality; and (7) historical antecedents. Primary…

This study goes beyond much of previous research by using regression models to generate regression surfaces and by including measures of family and school environments in analyzing relations between personality and measures of cognitive and affective characteristics in Australian 12-year-old children. (Author/KR)

Clarifies certain self-related constructs as they are used in theoretical and empirical research relating to affective education. Specifically examines "self,""self-awareness,""self-acceptance,""self-perception,""self-concept,""self-insight,""self-understanding," and "self-actualization" with respect to their utility as educational objectives and…

This research examines some of the difficulties of evaluating pupils in the affective domain. All schools are involved in some form of moral education. We should examine what kinds of values the pupils are taught to develop. (MFD)

Investigation by researchers into television viewing indicates that cognitive learning is supported, that affective learning is affected both positively and negatively, and that social impact is yet to be conclusively determined. (Author/MJB)

Change-agent role playing was shown to have a positive effect on college geography students' attitudes toward environmental conservation issues and activities. A Likert attitude instrument and an item behavior frequency report, used as a pretest, posttest and delayed posttest, showed an increase in positive attitudes of the experimental group. (AJ)