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ERIC Number: ED193316
Record Type: RIE
Publication Date: 1980-Apr
Pages: 21
Abstractor: N/A
Reference Count: 0
Developing Hierarchical Structures Integrating Cognition and Affect.
Hurst, Barbara Martin
Several categories of the affective domain are important to the schooling process. Schools are delegated the responsibility of helping students to clarify their esthetic, instrumental, and moral values. Three areas of affect are related to student achievement: subject-related affect, school-related affect, and academic self concept. In addition, positive self concept is likely to be developed if a student has successful experiences in school. Since the term affect has multiple components, researchers have attempted to describe the affective domain by creating taxonomies or classification schemes. Such taxonomies have been developed by Krathwohl, Brandhorst, Gephart and Ingle, Hoepfner, and Nunally, among others. Based on an analysis of these taxonomies, three major categories of affective goals can be identified as significant components of schooling: (1) goals related to positive attitudes toward subject areas or disciplines; (2) goals related to the development of a rational basis for attitudes and values; and (3) goals related to affective processes. Based on these goals, learning hierarchies can be developed for the affective domain, and hierarchies can be developed which integrate the affective and cognitive domains. (BW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Learning Hierarchies
Note: Paper presented at the Annual Meeting of the American Educational Research Association (64th, Boston, MA, April 7-11, 1980).