Examined the relation between procrastination and academically related trait measures. Self-reported procrastination was positively correlated with delay in taking self-paced quizzes and negatively correlated with grade point average. High procrastinators, particularly women, were significantly more likely to report more test anxiety and to…

Investigates kindergarten children's ability to comprehend and appreciate cognitively-oriented humor. Conceptual development was measured by assessing children's responses to a liquid conservation task modeled after Piaget. Results fail to support previous theories and indicate that a majority of the children fully comprehended and were able to…

Describes an attempt to integrate the cognitive and affective domains in a course on values for allied health students by using reflexiveness as the course's structural principle. This course's reflexive structure included opportunities for the students to reflect critically on value questions, an interconnected system of educational stages, and a…

Investigates relations among young preschoolers' social cognitive abilities, expression of emotions, and prosocial responses to others' emotions. Results suggested that subjects' social cognitive acuity and differential responding to emotion have heretofore been underrated. (Author/DR)

Measures humor appreciation (including mirth, subjective ratings, and response sets), comprehension, and production in children between the ages of 10 and 14. Relates humor to several areas of competence manifested at school. (HOD)

Investigates a proposed four-stage developmental sequence that describes how children explain changes in sad and angry feelings and how their ability to understand is related to their theories of how feelings change. (HOD)

Emotional development of handicapped children is examined from the perspective of attachment-separation-individuation theory. Data suggests that handicapped children are at greater risk of disordered patterns of interaction, delayed progression through stages of attachment-separation-individuation, and incomplete internalization of object and…

A content analysis was performed on 57 selected children's books to identify the kinds of information presented about death. Among the factors analyzed were the place of death, who died, cause of death, feelings expressed by the dying person, the nature of the funeral, and questions asked by the child characters. (A selected bibliography of…

Reviews a study's findings on children's (N=267) knowledge, attitudes, and behaviors toward animals and natural habitats. Research results indicate that existence of three stages in the development of children's perceptions of animals. Major differences in age, sex, ethnicity and urban/rural residence were also noted. (ML)

Considers forces which influence the behavior of adolescents during dating, and traces changes in dating patterns. The main areas of influence during dating are seen as physiological changes, social pressures, and the personal meaning attributed to these forces in the individual's striving toward maturity. (JAC)

A 14-year-old with mild mental retardation and behavioral features suggestive of Asperger's syndrome is described. At the onset of puberty lethargic episodes took on a more dramatic form and became more reminiscent of cycloid/manic-depressive psychosis. Neurobiological links with and differences from the syndrome of infantile autism were found.…

Researchers are investigating how emotions affect the ways in which children think and interact with others. The Minnesota Preschool Project used observation measures for general types of positive, negative, and inappropriate emotional expression. "Social competence" was found to be highly correlated with the number of positive expressions minus…

Compared eight lower socioeconomic status abusive mothers with eight matched controls and eight middle class controls on three measures of emotional and somatic distress. Abusive mothers showed far greater depression and physical distress than controls and used more physical punishment. (BH)

Affective education's goals can be sabotaged by unrecognized ethnicism in the teacher, the school, or the materials used. Teacher/facilitators of affective strategies should develop a sensitivity to all types of ethnicism. This paper considers the implications and concerns of ethnic awareness which are specific to drug education. (Author)

Interprets a range of affective evaluation practices, with a brief discussion of the strengths and limitations of each. Ideas for some new directions are also explored. (Author/JG)