Determined nonbiological characteristics that discriminated between age groups and hypothesized life stages for these groups (provisional adulthood, age 30 transition, and settling down). Life stages do not fit completely but were of some use in describing the age groups, particularly provisional adulthood and settling down. (Author/BEF)

For men life satisfaction was related to age stage in a monotonic increasing fashion. Life satisfaction scores remained relatively constant across the age stages for women. Family life and standard of living were found to be significant determinants of life satisfaction, for both sexes at each stage of adulthood. (Author)

Activities of the Adult Student Personnel Association emphasized life planning and counseling services for adult learners. (SK)

Explains how to use the techniques of interviewing to motivate older adults in a writing workshop. (FL)

Based on an attributional model of achievement-related behavior, success of a young person and failure of an old person (expected outcomes) were predicted to be attributed to stable causes. Results are discussed in terms of conditions under which negative stereotypes concerning competency of the elderly exert influence. (Author)

A developmental theory of adult intelligence is proposed called PPIK. The PPIK theory integrates intelligence as process, personality, interests, and intelligence-as-knowledge. Data from the study of knowledge structures are examined in the context of the theory and in relation to measures of content abilities. (SLD)

In opposition to the dominant economic agenda in adult education, a new cultural psychology of learning and development emphasizes learning as a social goal and fosters understanding of how people survive, rebuild, and learn through difficult times. Reflective conversations with an unemployed man illustrate the emotional and social processes of…

Examined commonalities of aging consciousness among 72 professional men and women between 50 and 60 years old. Found frequency and intensity of aging messages increased in the fifties, fostering a quickened sense of aging during this decade. Identified four categories of age reminders characteristic in the fifties: body, generational, contextual,…

Examined by in-depth interviews lived experience of aging in 32 community dwelling adults aged 50 to 80. Identified 5 categories of coping activities. Findings suggest that individuals who believe they are coping successfully see aging as positive life experience, despite acknowledgment of negative changes in themselves and people close to them.…

Creates framework through which everyday experiences of psychological time might be interpreted. Elaborates on Raynor's concept of time-linked sources of self-identity to include intergenerational-linked and timeless sources of self-identity in quest to feel good about oneself. Includes case examples of how eight elderly persons viewed their…

Ursuline College's core curriculum approaches the cognitive and ethical development of women through three anchors: (1) introductory seminar, focused on moving from received to subjective knowing; (2) introduction to culture, moving from subjective to procedural knowing through a wide variety of perspectives; and (3) culminating seminar, focusing…

When interviews with 74 people over 60 were analyzed using a grounded theory approach, developmental change was found to occur in five age-independent periods: (1) continuity with middle age; (2) early transition; (3) revised lifestyle; (4) later transition; and (5) final period. (SK)

Argues that teacher education can be improved by making it more available to more experienced, older students. Asserts that those students who have reached higher developmental stages generally do better as trainees and as practicing teachers. (SK)

Interviews with 7 retired adults over 55 were thematically analyzed and coded, revealing their learning motivations to be either instrumental (meeting survival and personal effectiveness needs) or expressive (meaningful and purposeful). Needs and goals were related to adult developmental themes; learning was essential to increasing individual…

This paper proposes that, contrary to the idea that creativity declines during the second half of life, observed changes may actually reflect qualitative changes in the creative process. Life span developmental theory is used to examine empirical and theoretical ideas about mature forms of thinking in relation to creativity. (DB)