This theoretical paper deals with a comparison of the structure and content of primary and secondary thought processes. While secondary processes (cognitive thinking) are effectively dealt with and taught in schools, there is little or no relating to the primary processes (affective thinking). This is due in part to teachers' own difficulties in…

DUSO is an experiential approach to learning which relies on the teacher as the facilitator of human development. The need for such a model becomes apparent when an examination of schools reveals a dichotomy between what we value in education and what children experience. What is necessary then is a program based on an affective, holistic design.…

This study investigates sex and age differences in on-going emotionality. Systematic convenience sampling was used in conducting two waves of interviews. The interviews involved approaching subjects (n=1205) and asking them questions concerning their present emotional state, how often they experience emotion, etc. The study gives no evidence that…

The author examines several images of the nature of man and focuses on "homo ludens"--man as one who plays. The author then examines the role of play in children and concludes that the spirit of play and the world of make-believe must be restored in learning and teaching if our education is to help raise future generations that care, share, and…

There are promising suggestions in ethical philosophy that may assist substantially in the clarification of issues in the affective domain in education. These suggestions may be viewed in two aspects--as analytical distinctions and as synthetic coordination of these analytic elements. It is possible to construct an intelligible theory of the…

This study examined the effects of body image boundaries on preferred and avoided seating choices in small groups and the personal meanings associated with these measures of spatial behavior. The findings indicate a tendency toward greater defensive distancing by the boundary-indefinite subjects. (Author)

The results of this study suggest that exposure to sexually explicit material will have some immediate impact on emotional response for some people. However, the reaction is much stronger when one is exposed to violent scenes. (RC)

This study compared incentives and educational methods to motivate children to pick up litter and to prevent littering. Incentives did aid in getting litter picked up. One-sentence anti-litter statements, educational materials, and lectures reduced littering, but incentives did not. (MR)

A program designed to strengthen affective competencies in a classroom situation is described. (JD)

Investigates the effects of high school chemistry experiences on the use of Piaget's operative structures. Reports that students who took chemistry scored higher than those who did not on a test of Piaget's operative comprehension. (GA)

Problem-solving and creativity measures were administered to 127 gifted New York City school children from grades 4-6, in an attempt to relate these cognitive variables to affective traits of locus of control, self-esteem, and tolerance of ambiguity. No sex differences were obtained on the affective tasks. (Author)

Examines the extent to which the declining affection for the presidency among maturing youth results from increased knowledge about the presidency and about general political and social issues. Findings indicate that as youths' cognitive abilities become more mature, they find it easier to assimilate conflicting information and resist adult…

After presenting the attributional model, this paper reviews research on individual differences in beliefs about causes of success and failure. Studies illustrating differential performance on achievement-related tasks by individuals who differ in their attributions are reviewed. Causal perceptions of success and failure should be considered, in…

The paper argues the position that, given different sensory equipment, and therefore a different data base, the congenitally blind child necessarily develops and organizes his perceptions of the world in an intrinsically different way from the sighted. (Author)

Social studies grades were predicted from a variety of affective and cognitive predictor variables on a sample of eleventh grade students. Significant relationships were found for both types of variables. A measure of motivation toward education predicted grades nearly as accurately as any of the cognitive variables. (Author/JKS)