The middle years of life have been neglected by educational psychology. There is a need for more, better, and better-understood psychological data so that learning can be enhanced in this age group. This issue of "Contemporary Educational Psychology" addresses five relevant questions about adult learning. (Author/RD)

This paper incorporates relevant knowledge about adult development into an understanding of marital conflict, suggests hypotheses to be explored in the marital evaluation and subsequent therapy, and illustrates the concepts presented with case material. (Author)

Riegel's dialectic view of human development is used to sketch a model of instruction and to delineate some implications for teaching adults. This approach is compared and constrasted with contemporary humanistic and cognitive views on teaching. (Author/SS)

Reviews theoretical and empirical developments in Erik Erikson's construct of generativity-stagnation. Presents a five-category model describing styles of resolving the issue using combinations of level of involvement or active concern for the growth of self and others; and level of inclusivity or scope of caregiving concern. Discusses model in…

Integration of the cognitive psychology and sociocultural constructivist perspectives yields a more comprehensive account of adult thinking and acting. This synthesis is based on a view of individual knowledge acquisition as a socially mediated process and on ontogeny or life-history approach. (SK)

Australians (n=226) in one of four stages of a second career (contemplating, choosing a field, implementing, change completed) were compared with 81 nonchangers. Job satisfaction varied as a function of stage. Results supported Super's theory that career changers cycle through the full set of career stages a second time. (SK)

Sketches parallels between adult development and adult learning literature by focusing on issues and directions they have in common. Evaluates the extent to which an understanding of adult development can illuminate the processes of adult learning and teaching. (Author)

Interviewed 301 grandparents concerning their relationship with one grandchild. Findings revealed no differences in relationship associated with grandchild gender or with maternal/paternal grandparent status; nor were there significant interaction effects. Grandmothers expressed greater satisfaction than did grandfathers; grandfathers stressed…

Presents triple-helix model of adult development which incorporates three major roles: family, work, and self, each powered by drive for self-esteem. Asserts that this approach accommodates wide range of possible patterns and varied timing of life events relative to career options, family and relationship choices, and emphasis on self-development.…

Evaluated novels written in old age by two contemporary British novelists, Barbara Pym and Penelope Mortimer, which revealed their late style was related to lifelong methods of adapting to changes in their situation. Found strength and direction of their creativity in old age fluctuated in response to their aging bodies and their new roles in…

Reviews previous approaches to the study of successful ageing and details an alternative approach. Discussion of new ways to investigate successful ageing concentrates on the complementarity between quantitative and qualitative research strategies. (RJC)

Follows the argument of feminist psychologists that traditional life-span theories are male oriented and exclusive of the possible diversity of a woman's life cycle. Looks at the implications of findings on adult education and adult learning. (JOW)

Investigated validity of Goal Instability scale as predictor of adjustment among retirement-aged population of industrial workers. Conducted study to establish norms and internal reliability of modified version of scale and to examine predictive validity of scale within hierarchical model. Results generally support validity of Goal Instability…

Self-assessment leads to greater awareness of the methods one uses to make meaning. It enhances responsibility, self-direction, shifts in perception, and self-questioning. (SK)

Exposure to models and theories about adult development gives learners structure and language they can apply to their own experiences. Responses of 65 women in a development course brought out 6 themes: knowing oneself, accepting oneself, connecting with others, changing perspectives, empowering oneself, and seeking growth and development. (SK)