Lists several useful documents for one wishing to begin a learning laboratory in adult education. (GB)

Article reviews an earlier research project by Allen Tough which has considerable importance and implications for adult learning, and especially for teachers and organizers of training programs. (Editor)

Responses as to which exhibits and display panels at Indiana State Fair inspired most interest in adult education were correlated. Polled were adult education experts and random selection of fairgoers. Article suggests how to use fairs to attract interest in adult education programs. (PD)

Institutes have been set up to train technical experts weak on teaching skills into effective teachers of their skills. (EB)

Computer assisted learning has the capability to cope with the diverse needs and characteristics of the adult learner, to provide alternative means of reaching goals, to provide flexibility in pacing learning, and to provide for independent and self-directed learning. (SK)

Examines the application of learning principles to individualized instruction in skilled courses in business and vocational education for adult students. Available from College of Education, Kansas State University, Manhattan, KS 66506. (SK)

Adult learning is a potentially productive way of identifying the motives and behaviors of effective management. Learning is a distinguishing characteristic of the most effective managers and steps can be taken to enhance managers' abilities in learning how to learn. (JOW)

Teachers must understand the physiological and psychological changes that occur in adulthood as a normal part of aging and recognize the implications that these changes have for the teaching-learning process in order to be sensitive to the unique needs and characteristics of adults over 50 as learners. (CT)

Provides a brief description of cognitive styles, particularly Witkin's model of Field Dependence/Field Independence. Proposes that there is sufficient theory and research in this area for adult educators to adopt into immediate practice. (SK)

Describes a strategy-based learner-controlled instruction model. Strategies involve predetermining training results; recognizing the prior experiences of employees; using the real work world in training; evaluating actual performance; providing immediate and continuous feedback to employees; self-paced training; and self-managed training. (CT)

The author presents notes taken from several talks by Malcolm Knowles. Topics include major forces affecting education; administrative involvement in training; and the use of functional work groups. (CT)

Summarizes the major findings of Allen Tough's adult education monographs and outlines some of the criticisms of his works. Discusses Tough's theories concerning self-teaching, learning projects and major learning efforts, and the planners of learning. (CT)

This study investigated the relative associations of curiosity evoked by surprise and of the perceived value of information to the desire to know more about psychological research topics. Comparison of results to similar research with adolescents suggested that the importance of curiosity as a motivation to learn may decline in adulthood. (CT)

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)

A model for group training of foster parents focuses on self-directed learning and mutual support to overcome feelings of powerlessness and isolation. (Author/RH)