Compared a control, a cognitive, and a behavior therapy group in the reduction of depression in low-income Puerto Rican women. Clients (N=26) were randomly assigned to three treatment conditions. Results showed a significant reduction in depression for therapy groups and no significant differences between the behavior and cognitive approaches.…

Four-year-olds attending traditional and Montessori preschools were compared on two memory tasks and on three social cognitive reasoning tasks. Although the Montessori students performed better on the recognition task, there were no other significant differences between the groups. Conclusions about the Montessori curriculum were made. (GDC)

Stresses that values and moral education can be compatible with content-oriented social studies instruction. Explains how teachers of junior and senior high school students can assist students to use problem-solving and decision-making processes to make rational decisions, clarify values, and understand content. (Author/DB)

The author argues that accumulation of knowledge should be the primary aim of social studies teaching and that the formation of attitudes and the clarification of values should be considered incidental to that, for attitudes and values not based on considerable knowledge are idle. (Author/SJL)

Results of this study reveal that well-trained observers report significantly lower levels of cognitive activity on all measures than raters who had no training or only moderate training. Consequently, interpretations of cognitive components of environmental and teacher evaluation scales must be questioned unless generated by trained student…

Being able to learn on one's own requires independence of thought and implies that a student be able to develop inquiry and interest without being guided, helped, led, or motivated by a teacher. (JD)

States that the relation between school and reality has widened through the years. Identifies the dominance of cognitive teaching and learning over other methods as an unwanted effect of this lack of relevance. Emphasizes the increasing importance of practical learning (learning by head and hand) in general education. (GEA)

Presents a systems model for developing instruction in the affective domain and offers a checklist for instructional design. Topics discussed include conducting a needs assessment; behavioral objectives; sequencing affective objectives; the relationship between affective and cognitive behaviors; selecting instructional procedures; and designing…

Studied the relationship of joint mother-child planning before and during tasks, and the ability of four and eight year olds to plan on their own. Found that older children planned more effectively, especially during tasks, and that mothers of younger children concerned themselves with task procedures rather than strategy. (MDM)

Investigates the extent to which parents' well-being and parenting styles provide a basis of the development of their children's cognitive and behavioral strategies in primary school. Reveals that maternal depressive symptomatology was associated with their children's use of maladaptive strategies, whereas maternal authoritative parenting styles…

The purpose of this unit is to help elementary students make new friends among their classmates and outside the classroom. The underlying rationale is that primary students especially can benefit from the study of the characteristics of friends because they need to learn how to interact with other children, to assist in overcoming the egocentric…

During a seven year period science materials, designed to promote discovery learning for children aged five to thirteen, were developed and revised on the basis of a formative evaluation. Student and teacher data were analyzed in order to determine which curriculum materials contributed to cognitive and affective objectives. (BJG)

This paper is concerned with the educational significance of interactive video. To clarify this, seven basic educational concepts are reviewed: (1) education and training are organized forms of learning; (2) goals and objectives can be grouped into the cognitive, affective, and psychomotor domains of learning; (3) education refers to learning…

Teachers often impose old, literary perceptual patterns on the visual arts. (JH)

This book on the process of philosophic thought as it relates to physical education is divided into four parts. The first part, "Philosophy as Action," aims to help the student to develop and refine his ability to philosophize, to direct reasoned beliefs toward a goal, to see that reasoned beliefs derive from thinking, to avoid error and dangers…