This article presents a rationale for centering formal academic training in the affective domain. (Editors)

This study examined the relationship between incoming information and a person's attitude. The conclusions imply the existance of a cognition, affect, behavior conceptualization of attitude dynamics. (Author/JB)

A laboratory technique for bridging the gap between cognitive and affective processes is reviewed---Richard and Mann's Exploring Social Space. Illustrations from the materials are given, some designed to help students explore theoretical controversies; others to deal with substantive social issues and problems. (Author/RF)

The relationship was studied in terms of Fishbein's model of attitude structure. In general, the results suggested that the relationship between affect and cognition is more complex than previously thought. (Author/SD)

Reports reversals of audience attitudes toward speakers following exposure to tape recordings of their opening remarks. (SW)

In offering a solution to black boycotts, a black coach summarizes patterns of good coaching practices which have merit for all professionals working with young athletes. (Editor)

Reveals that a speaker's "dynamism alone is not apt to change a listener's attitudes toward his subject, though a dynamic presentation does operate "as an additive component of credibility." (Author/RD)

This study tested Tompkins' ideo- affective resonance theory, according to which there is a love-affair between ideological belief and personal feelings." A theory that social behavior is a function of tendencies to help or hurt oneself and/or others" was suggested by results. (Author/DB)

Includes a 23-item bibliography. (JES)

Investigated whether, in a sample of 30 infants, anger could reliably be observed in facial expressions as early as seven months of age. Also considered was the influence of several variables on anger responses: infants' familiarity with the frustrator, repetition of trials, and sex of the child. (Author/RH)

Sixth, eighth, tenth, and twelfth graders and college students watched or listened to a videotape of four males and four females, each describing someone they liked and someone they disliked (honest messages) and pretending to like the disliked person and to dislike the liked person (dishonest messages). (Author/RH)

Underachievement in gifted students is a behavior that can be modified by an awareness of its causes and the introduction of preventative strategies. Some of the dualities which suggest intervention procedures are push vs. pull, risk taking vs. risk making, encouragement vs. praise, and first best vs. first worst. (Author/SW)