Observed 193 children at 4.5 years who had been classified at 4 months as high or low reactive to stimulation for signs of inhibited or uninhibited behavior. Children classified as high reactive were less spontaneous and less sociable than low-reactive children, but only a small proportion maintained a consistently inhibited or uninhibited…

Explores the use of drama as a teaching tool to promote students' interest in literacy and to support every aspect of literacy development. Describes how drama can help develop affect, emergent literacy, decoding knowledge, fluency, vocabulary knowledge, syntactic knowledge, discourse knowledge, and metacognitive knowledge. Discusses also using…

Compares musicians' responses while listening to the first movement of Haydn's Symphony No. 104 using a two-dimensional continuous response digital interface that measured arousal (relaxing-exciting) and affect (ugly-beautiful). Indicates that there is an inverse relationship between the two dimensions. Makes comparisons to research that has…

Developed a scale of cultural tolerance, examined the latent structure of the scale, and determined its relationship to other relevant constructs. Results with samples of 262, 165, and 86 college students suggest a two-dimensional structure of items assessing affect and belief and items assessing intention to behave. Contains 41 references. (SLD)

Explores G. Hall's (1904) view that adolescence is a period of heightened storm and stress in light of contemporary research, focusing on (1) conflict with parents; (2) mood disruptions; and (3) risk behavior. In all these areas, evidence supports a modified storm-and-stress view that takes into account individual differences and cultural…

Compares clinical depression with reactive depression, a normal part of childhood development. Looks at quiet times children may experience, and provides examples of how normal childhood sadness can turn into depression. Suggests coping mechanisms and support structures that can prevent this cycle from occurring. (Author/JDM)

Reports on assessments of four affects (anxiety, depression, anger, and contentment) using three different measures. Results show that staff members (n=44) reported lower levels of dysphoric affect than 40 psychiatric inpatients. Findings show that therapists can predict affects that are suggested by prestructured visual elements used in the…

Multiple observer ratings of 424 families were obtained across 2 observational task situations using the Iowa Family Interaction Rating Scales. Observer ratings and family member reports were assessed simultaneously through structural equation modeling. Findings support the reliability of the global assessments of warm/supportive marital…

Discusses affective behaviors as complex sets of mental processes and actions that are affected by current context, past learning, and present need state. Highlights include motivation, emotion, and cognition; relationships between the affective and cognitive domain; and ways to achieve desired affective outcomes. (LRW)

Describes a study of a content-based instructional model that engages high intermediate English-as-a-Second-Language students in sustained content study within collaborative learning communities and uses information technology resources to hone linguistic, academic, socioaffective, and metacognitive skills through an activity called focus…

Describes a theoretical model for affective social competence to include the three integrated and dynamic components of sending affective messages, receiving affective messages, and experiencing affect. Places the model within the context of previous research and theory related to affective social competence and, for each component, examines how…

Acknowledges that Halberstadt et al. have provided the field with a framework in which to organize ideas regarding affective social competence. Argues for modification of the model to stimulate thinking and further research, addressing points of modification in the areas of regulation as the core of the construct and self-factors influencing…

Describes a study that investigated the metacognitive knowledge of students in relation to the context of distance foreign language learning at Massey University (New Zealand). Explores the metacognitive experiences of students and the effect students believe these experiences have on their understandings of themselves and their learning context.…

Self-reported internalizing symptoms of seriously emotionally disturbed (SED) and regular education students were compared using the Internalizing Symptoms Scale for Children. The SED group reported significantly higher levels of internalizing distress than the regular education group. Results are discussed in terms of future research needs and…

Investigated 4-month-olds' responsiveness to others' affective expressions in the context of a peekaboo game. Found differential patterns of visual attention and affective responsiveness to happiness/surprise, anger, fear, and sadness. Findings underscore importance of contextual information for facilitating recognition of emotion expressions and…