Hudson Kam (2018) examined whether learning of a particular aspect of language that adults are known to have difficulty with (grammatical gender) could be improved by manipulating the learning experience of adults so that it was more like that of infants. Specifically, based on likely differences between adult and child learners' experiences as…

In this article, I examine how repairs in adult-child conversations guide children's acquisition of language. Children make unprompted self-repairs to their utterances. They also respond to prompts for repair, whether open ("Hm?," "What?") or restricted ("You hid what?"), and to restricted offers (Child: "I…

The question of the acquisition of the first social phenomena by newborns is a crucial issue both in understanding the mental development and the ontogenesis of social interaction. The review attempts to investigate other researches that observe social behavior in studies with no communication between subjects. This current analysis reviews…

As societies become more aware of the importance of early socio-emotional skills for children's later success, teachers report that they are ill-equipped to support and enhance these skills within their 'traditional' teacher role. This paper turns to the contributions that Russian psychologist Lev Vygotsky and his adherents have made to our…

Fostering adult learners' competence to adapt appropriately to our ever-changing world is a primary concern of adult education. The purpose of the present article is novel and examines whether the consideration of "modes of learning" (instruction, performance, and inquiry) could assist in the design of adult education that facilitates…

The promotion of social, emotional, and academic learning is not a shifting educational fad; it is the substance of education itself. It is not a distraction from the "real work" of math and English instruction; it is how instruction can succeed. And it is not another reason for political polarization. It brings together a traditionally…

This paper reports a critical comparative analysis of two popular and significant theories of adult learning: the transformation and the deep approach theories of learning. These theories are operative in different educational sectors, are significant, respectively, in each, and they may be seen as both touching on similar concerns with learning…

In this paper I employ a narrative method to explore the learning processes of adult activists engaged in activism. Drawing on the story of one animal activist, I explain the embodied learning processes in a direct action environment. I explore how emotions and the body interplay with learning, which moves beyond a purely cognitive or rational…

We report a study of incremental learning of new word meanings over multiple episodes. A new method called MESA (Markov Estimation of Semantic Association) tracked this learning through the automated assessment of learner-generated definitions. The multiple word learning episodes varied in the strength of contextual constraint provided by…

The medial temporal lobes (MTL) support declarative memory and mature structurally and functionally during the postnatal years in humans. Although recent work has addressed the development of declarative memory in early childhood, less is known about continued development beyond this period of time. The purpose of this investigation was to explore…

This article is a meta-analysis of the theory of andragogy and its search for a measurable instrument. The article explores three areas surrounding andragogy: (a) its concept and history, (b) its assumptions, and (c) its primary criticisms. In examining these three areas, a foundation is established for the creation of an instrument to provide…

Abstract representations such as subsegmental phonological features play such a vital role in explanations of phonological processes that many assume that these representations play an equally prominent role in the learning process. This assumption is tested in three artificial grammar experiments involving a mini language with morpho-phonological…

Formulaic language is widely recognized to be of central importance to fluent and idiomatic language use. However, the mechanics of how formulaic language is acquired are not well understood. Some researchers (e.g. Nick Ellis) believe that the chunking inherent in formulaic language drives the language learning process. Others (e.g. Wray) claim…

Developmental differences in hypothalamic-pituitary-adrenal (HPA) axis responsiveness to stressors and ongoing development of glucocorticoid-sensitive brain regions in adolescence suggest that similar to the neonatal period of ontogeny, adolescence may also be a sensitive period for programming effects of stressors on the central nervous system.…

People with disabilities constitute a collective that requires continuous and customized attention, since their conditions or abilities are affected with respect to specific standards. People with "Acquired Brain Injury" (ABI), or those who have suffered brain injury at some stage after birth, belong to this collective. The treatment these people…