Investigated effects of cooperative, competitive, and individualistic student-student interactions on affective processes (objectivity, open-mindedness, curiosity, and others) and attitudes toward science. Results show that students (N=960) with teachers trained in cooperative interaction patterns achieve higher affective scores. (Author/DH)

Examines the cognitive, academic, social psychological, and linguistic consequences of transferring poor achieving English-speaking students out of French immersion programs. Data suggest that the child's basic cognitive and affective characteristics rather than factors associated with language of instruction influence academic achievement, as…

Examined home-reared and institutionalized infants in Greece to find sex differences in social-vocal behaviors as assessed by Differential Vocal Responsiveness (DVR) to mother/caretaker versus stranger interactions. Results suggest that early differences in vocal-interactional patterns, and possibly cognitive processing, may be attributable to…

Describes a study of the role of confidence in the performance of English as a second language learners on a listening test. Some analytic procedures from the Theory of Signal Detection were applied. Results show the possibility of substantial differences in individual performance in terms of self-monitoring ability and confidence. (Author/SED)

After a summary and critique of traditional approaches to politeness that are based on appropriateness, suggestions are made for an approach based on interpersonal supportiveness. The issues in the proposed model pertain to cross-modal ways of expressing emotion, supportive and nonsupportive use combinations, and a redefinition of politeness. (SED)

Presents a taxonomy that organizes learner activities into the dimensions of mental, social, and physical involvement. Applies the taxonomy or model to speech class activities and reports validity evidence from several research studies. (PD)

Investigated the effects of reinforcement with differing therapist styles upon affective verbalizations in undergraduate students (N=72). Results showed that the presence of facilitators and the provision of feedback enhanced the expression of affective and empathic verbalizations and that the direct question process interacted in an additive…

The authors suggest a preventive program for behavior problems in potentially learning disabled students prior to referral. This preventive program should include teacher workshops on behavior modification, affective training in the classroom, parent education on children's emotional development, inservice courses for all elementary teachers, and…

Suicide proneness and self-destruction scales, together with measures of self-favorability and self-confidence, were administered to two samples (n=106 and n=213). It is suggested that women are self-destructive in passive ways, reflecting their lack of self-favorability and confidence and manifested by failure to react to everyday situations in…

This study applied the theoretical frameworks of emotional and social intelligence to the development and implementation of an education program for elementary school children. The key component in strengthening emotional intelligence involves the correct identification and understanding of internal physiologically anchored emotional states and of…

This study examined the role of affect and conation in high school students science test performance, using a sample of 491 students. It provides a profile of partial corrections of standardized multiple-choice and constructed response test scores with affect and conation scores (after accounting for general ability and student background) at…

This paper argues that an individualist view of teaching and learning, based on a Cartesian world-view leads to the abdication of responsibility as educators of the emotions. A sociogenic perspective is proposed that urges that schools teach learners how to feel as well as how to learn. The classroom is a setting rich in opportunities for…

Rather than coach students into stereotypes, the author recommends the use of techniques designed to teach them how to relax and project their true personalities. (Editor)

The relationship between self ratings and teacher ratings of 100 children, 9 to 15 years of age, in classes for the educable mentally retarded was examined. (Author/MC)