Project ABRAZO, 1 of 5 speciality projects funded by the U.S. Office of Education under Title VII of the Elementary and Secondary Education Act of 1965, was designed to conduct research in areas of cognitive and affective learning generalizable to the 130 operational bilingual programs across the country. ABRAZO's goals were (1) to study the…

In determining whether an increase in student cognitions in the content area of international trade is correlated with an attitudinal change toward policy issues surrounding that subject, a microeconomics principles class at Riverside City College was used to test the hypothesis that a change in the cognitive component will cause a change in the…

Relationships were investigated between mathematics learning, spatial visualization, verbal ability, and eight affective variables with 1320 sixth through eighth graders. Results were synthesized with those obtained at the high school level and demonstrate fewer sex-related cognitive differences than previous conclusions in the literature would…

Thoughts, biases, and educated guesses that pertain to experimental psychology as it might relate to the psycho-educational needs of Afro-American children. (Author)

Describes two experiments that examined children's understanding of the distinction between real and apparent emotion. Discusses the findings in relation to research concerning children's concept of mind, their grasp of the appearance-reality distinction; their ability to produce complex, embedded justifications; and their ideas about emotion.…

The Classroom Environment Study explored instructional quality and classroom management factors as predictors of student cognitive and affective outcomes. The German contribution to this study, involving 39 fifth-grade classrooms and 39 regular and mathematics teachers over a two-year period, is described and results are presented. (Author/MT)

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…

Presents a music curriculum which provides a music program for preschool through high school students that emphasizes comprehensive musicianship in all learning experiences. (Author/RK)

An analysis is made of the reciprocal relationship between play and three areas of interaction between the brain and human development: (1) the affective characteristics of play and the brain; (2) developmental theories of cognition and play; and (3) creativity as a continuation of the brain's need for play. (JN)

Discusses semantic issues in defining emotions. Describes important constructs derived from major theories of emotionality. Examines social-psychological and biological changes associated with aging in the context of these theories. Reviews available data on emotionality and aging, describing experimental attempts at manipulating the emotional…

Discusses research which focuses on the types of experience that foster the internalization of moral norms in an individual's development. Considers the roles of parents, peers, and the mass media, as well as cognitive development and arousal of affects such as empathy and guilt. (Author/GC)

This article reviews literature on the development of children with autism under 3 years. Findings on affective development, sensory processing and attention, praxis and imitation, communication, play, motor features and stereotyped behaviors are discussed, as are interrelationships among these aspects of development. Screening and diagnostic…

Examined in four studies whether and when infants connect information about an actor's affect and perception to their action. Found that 12-month-olds, but not 8-month-olds, recognized that an actor was likely to grasp the object she had visually regarded with positive affect. Replicated findings with 12- and 14-month-olds and with several…

Younger preschoolers had significantly more difficulty than older ones in making an appearance-reality distinction between a person's apparent character, as indicated by his or her facial expression, and the person's real character, as evidenced by his or her behavior. (BB)

Explores the field of adolescent development as a rationale for the use of reader-response pedagogy in the secondary literature classroom. Discusses reader-response theory and pedagogy, adolescent cognitive and affective development in the secondary schools, and the implementation of a reader-response secondary English curriculum. (PRA)