ERIC Number: ED143893
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Developmental Patterns in Affective Recognition: Implications for Affective Education (HYP/POL).
Gordon, Neal J.
Implications for affective education are drawn from an empirical study of 60 upper-middle socioeconomic class 6 to 15 year-olds' responses to questions asking how videotaped actors felt. Percentage frequencies of category use in tape-recorded transcripts coded by two judges revealed no differences by child's sex. Marked developmental differences occurred between years 7 1/2 and 9 and especially between 12 and 15. Piagetian, Wernerian, and learning theory frameworks were used to interpret results. The diversity in affective labels used by the subjects suggests that educators avoid communicating single "correct" responses to questions of how others feel. (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Not available in hard copy due to marginal legibility of original document. Paper presented at the Annual Meeting of the American Educational Research Association (April 4-8, 1977, New York, N.Y.)