By M. Cecil Smith, Thomas Pourchot
Grownup schooling happens every time contributors interact in sustained, systematic studying as a way to have an effect on alterations of their attitudes, wisdom, abilities, or trust structures. studying, guide, and developmental tactics are the first foci of academic psychology examine and theorizing, yet academic psychologists' paintings in those domain names has headquartered totally on the early life and adolescent tuition years. extra lately, notwithstanding, a couple of academic psychologists have studied studying and improvement in maturity. the result of those efforts have led to what's now referred to as adult academic psychology.
the aim of this quantity is to introduce this new subfield inside academic psychology. part 1 specializes in the interaction among studying and improvement in maturity, how quite a few different types of guide bring about diversified studying results for adults, description of the various social contexts within which grownup studying happens, and the improvement of metacognitive wisdom around the lifestyles span. part 2 describes either study and concept bearing on grownup highbrow functioning, considering, and problem-solving abilities inside numerous contexts. part three describes study in various grownup studying domain names; discusses the cognitive and behavioral dimensions of studying in maturity and the purposes of analyzing in real-life conditions; examines an instructional intervention constructed to advertise forgiveness; and relates the results of an intervention designed to teach mom and dad approximately their kid's arithmetic studying. part four summarizes the topics and concerns operating all through this, the 1st ebook that has sought to span the gulf among grownup schooling, grownup improvement, and academic psychology.
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Extra resources for Adult Learning and Development: Perspectives From Educational Psychology
In contrast to the many articles and chapters I have read lamenting the decline of intellectual skills in adulthood, this volume includes a chapter on mnemonic methods that go far in improving adult memory, as well as two chapters about the adaptations and reading characteristics—including strengths—of older compared to younger adults. One of the most important contemporary extensions of neo-Piagetian thinking is also represented here, with work on the development of forgiveness as a problem of cognitive development considered in some detail.
001'9–dc21 97-30926 CIP Contents Foreword Michael Pressley Preface Part I: Introduction 1 What Does Educational Psychology Know About Adult Learning and Development? M Cecil Smith and Thomas Pourchot Part II: Theoretical Perspectives 2 We Learn, Therefore We Develop: Learning Versus Development—or Developing Learning? Nira Granott 3 Abstraction, the Will, the Self, and Modes of Learning in Adulthood Juan Pascual-Leone and Ronald R. Irwin 4 Extending Sociocultural Theory to Adult Learning Curtis Jay Bonk and Kyung A.
Adults confront and resolve problems, learn from their experiences (or fail to do so), and pass their knowledge—and sometimes, wisdom—on to their children. In modern society, it is recognized that education is a key to a more satisfying and productive life. Rapid changes in technology, workplaces, communications, and educational institutions have resulted in widespread awareness that education is limited not only to childhood and adolescence. The field of adult education is viewed as a discipline in its own right consisting of dedicated professionals who base their practices on theory, accumulated and shared knowledge, and the needs of their clientele.