The scale developed in this study did not differentiate empathic regard; however, the use of videotape and insights provided through recall sessions made possible the creation of an instrument and instructions for its use which came closer to a congruence of theoretical and operational definition than before. (Author)

Reports affective changes of students studying PSSC Physics in grades 11 and 12. Students lost interest in physics, viewed scientists as more abnormal, but increased in acceptance of a non-authoritarian teaching situation. (AL)

Notes that previous research has shown that ordinary citizens are generally incapable of acting on the basis of beliefs about policy. It is suggested that the linkage between beliefs and attitudes can only be understood by looking at the purposes pursued by political activity. If political activity is viewed as serving symbolic ends, it is argued…

The discussion is organized around the following five broad principles: (1) The source of educational relevance is the analysis of coping behavior. (2) Generalization and differentiation are the cutting edges of the educational process. (3) The learner is an active and affect-generating element of the learning situation. (4) Man is a…

Reports a study which is part of author's Ph.D. dissertation research, University of Denver. (Editor)

An earlier version of this paper was presented at the annual meeting of the American Psychological Association at San Francisco, September 1968, in a symposium, "Attachment Behavior in Humans and Animals." (DR)

Criticizes the way music is being taught in the schools because current teaching methods do not emphasize music's emotional, expressive impact. The author argues that the primary role of music education programs should be to stimulate students' emotional and imaginative responses. (AM)

It is the author's conviction that the expression of feeling in the arts is fully objectively assessable. He outlines a philosophical position which art educators can use to justify the education of feeling as educationally vital and fully accountable. (Paper presented at the Aesthetic Education Conference, London, September 1980.) (Author/SJL)

Studied 72 college students to determine effects of subject sex and situational factors on affective self-disclosure with acquaintances. Feeling, role, and sex of subject were contextual variables influencing expression of feelings. Responding with positive feelings is the optimal situational context for expression of feelings to acquaintances.…

Kelley's cube model of causal inferences was investigated by relating high and low students' attributions to reported affect and expectations. Low and high scoring students clustered in different cells of the cube. Predictions concerning estimates of distinctiveness, consistency, and consensus and their relation to affect and expectations were…

American schools traditionally have been expected to have a role in students' affective development by encouraging positive development and preventing undesirable development. (MM)

Examined the development of the ability of 5-, 9-, and 13-year-old children to produce elemental and complex facial movements intentionally. (Author/DB)

Results indicated that depressed persons received less positive social feedback than did nondepressed persons displaying the same behaviors, and that females were significantly more willing to provide both positive and negative reactions than were males. (Author)

Documents characteristics of emotions in relation to action and self-perception. Argues that taking affect into account yields a different interpretation of successful achievement-change programs. Also clarifies the differences between ability and effort as perceived causes of success and failure. (Author/GC)

Provides a theoretical and philosophical model for values education based on the work of Martin Buber. Reviews six steps that intercede between the initial meeting of teacher and student and the latter's formation of his/her values construction. (LRA)