Teaching with imagery can help students focus on lessons, retain information, improve psychomotor skills, and accept themselves and others. (Author)

Discusses a study conducted to determine whether college students in an environmental earth science course changed their commitment to environmental issues. The development of the environmental commitment scale used is also described. (WB)

Hearing impaired children (eight to nine years old) and their teachers used a "feeling wheel" to discuss their feelings, help resolve arguments, and understand others' emotions. The wheel, divided into 16 segments labeled with feelings, helped students discuss how and why they felt a particular way. (CL)

Fourteen nonretarded second-grade children, 14 educable mentally retarded elementary-aged children, and 14 trainable mentally retarded adolescents, all of preoperational cognitive level on Piagetian tasks, were compared on measures of perceptual perspective-taking, empathy, and helping. In their performance on a simple task, Ss did not vary on any…

Female subjects acted out neutral messages to obtain gaze baseline, then positive or negative message to camera. Half used strong emotion; other half used weak emotion. Found more direct gaze was maintained when expressing strong emotion. Positivity-negativity of message did not affect gaze direction. (Author)

Examined effect of counselor verbal responses on clients' verbal behavior and on their perceptions of counselors. Affect responses were most desirable from both the counselors' and clients' perspectives. Closed questions were least desirable. Content responses and open questions were also highly effective in eliciting desirable client behavior.…

Presented children (N=96) aged 8-11 with verbal pain or nonpain stimuli contingent or noncontingent on a target response. Delivered stimuli within an aggressive or nonaggressive setting and with or without affect. Type of setting did not influence the behavior, but stimuli delivered in an affective manner did facilitate responding. (Author/RC)

College students learning they had done well or poorly on an examination were asked to evaluate the cause of the outcome, describe affective reactions, and estimate expectations about future test performances. Results support the contention that academic failure needn't lead to losses in achievement motivation, depression, or frustration.…

Effects of systematic desensitization and anxiety management training in reducing test anxiety and generalizing to other anxieties were compared. Both desensitization and anxiety management training produced significant reduction of text anxiety, but by follow-up, anxiety management training produced significantly more test-anxiety reduction on…

Anxious students were randomly assigned to a wait-list control group; to three groups aided by experienced behavior therapists; or to three groups led by paraprofessionals. Results show paraprofessionals can achieve outcome and maintenance effects equivalent to more rigorously trained professionals. Paraprofessionals can conduct desensitization in…

Compared primary induction methods that have cognitive bases by assessing their effectiveness in inducing depression and elation moods, respectively. Results generally confirmed hypotheses that autobiographical recollections was the superior method for inducing and altering depression and anxiety in a population that included both sexes. (Author)

A survey showed that employers of industrial and technical program graduates expect a significantly higher degree of affective work competency than students expect to display when they are employed. Students expect to display more independence and initiative than employers expect of beginning workers. (SK)

Measures of limit setting and control in a toy cleanup situation were developed as part of a longitudinal study of lower-SES mothers and children through the first five years of life. Several findings suggest a distinction between mothers' seductive behavior and warmth or affection. Developmental implications are discussed. (Author/RH)

Presents two studies which investigated the variety and level of participation in pre-environment activities. Responses from two groups are discussed: (1) a random sample of Madison, Wisconsin residents; and (2) a stratified random statewide sample of Wisconsin residents. (WB)

The model of phenomenological balance attempts to explain the aesthetic response by accepting all the major philosophical interpretations of the aesthetic experience as legitimate articulations of essential components one encounters when confronting a work of art. It is intended to aid teachers in planning aesthetic experiences. (Author/SJL)