Discusses ways in which classroom communication can be stimulated by encouraging students to talk about their positive emotions and points out the dangers of encouraging students to voice negative emotions. Describes two classroom activities that encourage positive emotions. (SED)

Focusing on the brain's natural functions, this article discusses specific teacher characteristics, teaching methods, and peripheral stimuli helping to activate appropriate learning behavior. Also identifies particular events and teacher behaviors that block learning and frustrate the brain's efforts to harmonize conflicts and admit new…

The relationship of play and language to development of the sense of self is examined. The value of playful, affectively charged interchanges between caregivers and children is highlighted, and guidelines are established to determine a child's level of development. An intervention model is proposed for children developmentally delayed in terms of…

Explores several factors central to crying among adult professional women including: origins of conflict between women's experience of emotional expression and "public" tears; gender-related differences in crying and responses to crying; role of reference groups in conflicting attitudes toward crying; and power in the workplace as…

A review of research and case studies concerning how the size and type of an institution of higher education affect academic achievement and affective development showed that size should not be seen as an independent variable having any direct impact on institutional outcomes. (RM)

Discusses the many ways in which conversation surfaces in a seventh-grade classroom and the significance that talk has for the students' linguistic and affective learning. Contains excerpts from student diaries and teacher responses to them. (HTH)

Peer competence in preschool children in two classes was assessed via (a) teacher rankings of social competence, (b) peer sociometrics, and behavioral measures of (c) social participation, and others. Affective expression and social behavior were temporally stable and consistent across contexts for both classes; however, patterns of…

Seventeen processes in the development of expressive behavior are reviewed and coordinated in a framework that is shown to accommodate current perspectives on expressive behavior development. Works of Ekman, Izard, Lewis and Michalson, and Sroufe are briefly reviewed. Neglected areas of research are indicated and the course of expressive behavior…

This is the concluding part of an article published in the August 1983 edition. A number of arguments are developed to demonstrate the inadequacy of behaviorally defined objectives as a basis for curriculum planning. (SSH)

Four studies investigated possible sources of preschoolers' stereotypes about emotionality, including parental stereotypes, parental reinforcement practices, television programing, and actual sex differences in emotionality. Results suggest that each of these sources may potentially contribute to children's stereotypes about emotional differences…

Analyzed 10 interaction dimensions of group behavior and three emotional atmosphere categories among old and young participants in 12 "support-discussion" groups. Results showed significant differences with respect to frequencies of boundary, self-disclosure, and support behaviors. In addition, the young showed signs of boredom more frequently.…

A dental school's experience using data on student attitudes toward a restorative dentistry laboratory course and an experiment conducted during the course to make curricular and methodological changes, and subsequently evaluate those changes, is described. The questionnaire used and response tabulations are included. (MSE)

The purpose of this study was to explore differences in personality traits between children in open and in traditional classrooms, considering any differences in relation to sex. Results indicated that, generally, children of both sexes seem more capable of coping with their environment in the open classroom program, with differences being more…

The affective components of a situation were powerful determinants of the facilitative self-control of children in the situation. Both the ongoing affective tone of the child's cognition during task performance, which replicated the results of Masters and Santrock (1976), and the ecological setting were linked to the continued maintenance of…

The affective quality of relationships between noninstitutionalized white, elderly (65+) parents and their adult (21+) children was explored through interviews with 54 parent-child pairs. The health and the attitude toward aging indicator were found to be statistically significantly related to the family relationship indicator. (Author)