Adult learning potential refers to our total learning capacities. It includes cognitive and affective learning as well as intuitive and reflective learning. It does not refer just to formal education (which accounts for only a small portion of our learning), but rather all learning for living, especially learning how we manage our lives. Adult…

THIS PROJECT WAS AN ASSESSMENT OF 74 INSTITUTES OFFERED IN 1965-66, UNDER THE PROVISIONS OF THE NDEA, FOR 3,149 EDUCATIONAL MEDIA SPECIALISTS. THE PROJECT'S MAJOR CONCERNS WERE (1) HOW DOES ATTENDANCE AT AN EDUCATIONAL MEDIA SPECIALIST INSTITUTE CHANGE PARTICIPANTS, (2) IN WHAT WAYS DO THESE INSTITUTES INFLUENCE PROFESSIONAL PROGRAMS FOR THE…

This resource manual provides learning activities for trainers who are trying to help others work effectively with adult learners. The activities emphasize mutual learning rather than teaching. These activities are grouped under five major categories: Becoming a Learning Group, Discovering Needs, Choosing and Using Methods and Materials,…

Several questions regarding the frequency and motivation of adult learning are examined in light of findings from several research studies. Focus is on highly intentional learning which is not part of formal course work: a series of time-consuming episodes in which the person's primary intention is to gain certain definite knowledge and skill.…

THIS BOOK PRESENTS SOME IDEAS THAT CONSTITUTE A SUPPORTING STRUCTURE FOR AN EFFECTIVE PROGRAM OF ADULT EDUCATION IN A FREE SOCIETY. IT BEGINS WITH AN OVERVIEW OF THE ADULT, HIS SOCIETY, AND ADULT EDUCATION, A DISCUSSION OF GOALS AND STRUCTURE FOR ADULT EDUCATION, AND SPECIFIC MEANINGS OF THE TERM--AS A SYSTEMATICALLY ORGANIZED PROGRAM, AS RANDOM…

This document, a presentation made at the Second Career Education National Forum, discusses concepts related to increasing the awareness and importance of lifelong education. Three kinds of education--formal, informal, and non-formal--are defined and described in relation to the need for non-restrictive educational settings and attitudes which…

The chapters in this book are revised versions of papers published in journals or presented at conferences or staff seminars. The six chapters are as follows: 1. Social Factors in Adult Learning; 2. Individual and Group Learning in the Classroom; 3. Tension and Consciousness--an Existential Approach to Teaching; 4. Continuing Education and the…

The purpose of this research was to investigate developmental changes in encoding processes. It attempted to determine the extent to which children of varying ages utilize semantic (denotative or connotative) and acoustical encoding categories in a short-term memory task. It appears to be a reasonable assumption that as associational hierarchies…

A Study was conducted to determine the effects of saliency, concept rule, and stimulus variety upon number of trials to solution and focusing strategy. A prediction of special interest was that there would be a concept rule x saliency interaction. A 2 x 2 x 3 design combined concept rule (conjunctive, inclusive disjunctive), saliency ("high" and…

The purpose was to determine whether different levels of education, race, and sex affect the degree of conservation of mass, weight, and volume attained by minimally educated adults. Subjects were 30 white and 30 black females and 30 white and 30 black males enrolled in Adult Basic Education classes, with 40 subjects each at grade levels 0-3, 4-6,…

Aging is treated separately or in relation to continuing educational opportunities in each of the 35 documents annotated. The annotations vary from 75 to 350 words in length. Authors, catalog numbers (when available), publishers, paging, and prices (when available) are also given. (WL)

Utilizing data from 81 adult learners attending 6 different professional education courses in the Faculty of Education at Brandon University, this study attempts to identify: major sources of stimuli in the instructional setting that elicit anxiety; changes of anxiety level through the entire course period; and potent factors that either bring…

Some of the techniques that have been used in counseling adults to overcome their mathematics avoidance and anxiety are described. (MF)

Minimizing memory deficits involves using cues; establishing learning conditions that reduce interference and result in adequate time to respond; and using advance organizers. Minimizing noncognitive factors affecting learning involves using the discovery method of teaching; reducing anxiety; and limiting the use of evaluation. (Author)

Young (N=22) (age 17-21) and 22 old (age 60-74) men and women participated in an investigation designed to determine how differences in omission errors and performance in a serial learning task are accounted for by cautiousness. Cautiousness measures accounted for age differences in omission errors but not in performance. (Author)