C. S. Carver and E. Harmon-Jones have made an important contribution to the understanding of anger, its linkage to higher order dimensions of emotion, and potential neurobiological substrates. The authors believe, however, that their model and future research conducted to test it would be improved by a more precise explication and parsing of the…

This paper takes as its starting point the Journal of Moral Education Special Issue (September, 2008, 37[3]) "Towards an integrated model of moral reasoning". Although explicitly post-Kohlbergian, the authors in this Special Issue do not, I argue, depart far enough from Kohlberg's impoverished notion of the role of the affective in moral life--or…

In this commentary, Corno discusses Vollmeyer and Rheinberg's evidence from the perspective of related work in educational psychology. Relevant new terms provide background for understanding connections between the language used by Vollmeyer and Rheinberg and that of educational psychologists. The author uses results from research on teaching for…

Responds to previous article by Waring et al. on controlled trial of cognitive marital therapy in severe marital discord. Focuses on suggestion of possibility that self-disclosure of personal constructs does not enhance marital intimacy. Contends that important reason why cognitive marital therapy did not prove more effective for subjects was lack…

Reflects on G. Zivin's framework on the development of expressive behavior. Stresses the need to include noncognitive, as well as cognitive, affective activation in the framework, and the necessity for the adoption of an inclusive, synthesizing strategy at this stage of knowledge. (HOD)

Describes the symposium on action theory presented at the 1983 meeting of the International Society for the Study of Behavioral Development in Munich. The symposium included reactions to action theory from a variety of theoretical perspectives. (Author/RH)

A theoretical model and methodology is presented that allows the path or trajectory of an individual's emotional experience during problem solving to be depicted and empirically studied. The trajectory of one's emotional experience reveals how well the individual copes with the frustration of problem solving by indicating how quickly recovery…

Responds to some of the arguments in Firth and Wagner's (F&W's) article appearing in this issue. Argues that whether one uses a psychological or sociological paradigm, it makes sense to follow the practice of assigning preference to experimental rather than naturalistic settings and agrees with F&W that other factors besides one's proficiency in…

This article proposes a model that continuously calibrates happiness and considers its application with people who have mental retardation. The model suggests that the affective system is continuously recalibrated as a result of either positive or negative affect in a particular domain. Thus, as objective circumstances vary, the person still…

Details some problematic features of G. Zivin's framework on the development of expressive behavior. (HOD)

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)

Integrates Peter Johnson's five dimensions of potential hindrances to the acquisition of reading skills with a multidimensional instructor training model that targets both cognitive and affective domains in assisting the adult learner in learning to read. (SR)

Discussion of motivation in the instructional design process highlights an integrated affective domain instructional systems design model that integrates the work of Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model with a military instructional systems design model. Phases of the model include analysis, design, development,…

The usages of transaction and interaction are differentiated as reflections of differing paradigms, the transactional theory of reading is disassociated from information processing and interactive processing, and the implications for research of various concepts basic to the total transactional theory of reading are discussed. (HOD)

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…