This longitudinal case study from a Complex Dynamic Systems Theory (CDST) perspective touches upon an under-researched issue: L1 development over the lifespan. Levinson (1978) predicts three stages in adulthood: early, mid and late, with a decline in late adulthood. We examine Diane Larsen-Freeman's publications over a period of 50 years (from age…

Knowing how adults learn through work is central to understanding their development across working lives. That development is important for their personal trajectories, and ability to contribute, sustain and advance the interests of their workplaces, and collectively to the social and economic viability of their communities and nations. This paper…

Community-dwelling older adults (N=364) described their own sex roles using the Bem Sex Role Inventory and were tested with additional measures of mental and physical health and current life situation. Most elderly persons described androgynous roles. Perceived sex roles related to several dimensions of life situation and well-being. (Author)

Socio-psychological variables that influence the extent to which older people (age: 50+) will be consumers of education are examined to arrive at criteria for programs appropriate to the developmental needs of this group. Research indicates that two primary influences are changes in learning abilities and interests. Secondary influences include…

The adult learner can profit from instruction and novel experience. A number of educational delivery models were discussed. Aids in learning coupled with teaching strategies were suggested for inclusion in the design of learning environments. The emphasis is on maximization of capacity through recognition of individual differences. (Author/RD)

The author expands on the false assumptions implied in the title and shows how they are in error. (AG)

Research has demonstrated that learning style preferences and how they are taken into account are closely related to learner achievement and satisfaction. The Learning Style Inventory (LSI) was the first comprehensive approach to the assessment of an individual's learning style in grades 3 through 12. The Productivity Environmental Preference…

Explanations of age-related differences in adult memory usually assume two forms: processing deficits and structural deficits. Processing deficit explanations attribute recall differences to a failure of older adults to effectively use the processes of attention, organization, mediation (the use of such devices as visual images and verbal images…

The symposium celebrated the 50th anniversary of the Division of Continuing Education at the State University of New York at Buffalo; changes in higher education during those 50 years have moved adult learning into a primary area of attention. Traditional lines of learning are bluring and assumptions about the adult learner are rapidly changing.…

A study compared the intellectual development among 118 technical college instructors aged 35-65 who had different educational backgrounds. In a 3 x 2 factor design, 3 groups of educational experience (no baccalaureate degree, baccalaureate degree, and master's degree) were represented, with 20 subjects (10 men and 10 women) in each group. The…

Malcolm Knowles claims andragogy is the art and science of teaching adults and sets out six assumptions. However, andragogy is not all about learning--the assumptions demonstrate how the theory lays out a humanist view of learners and their potential for growth, with implications for teaching, social philosophy, and human relationships. Andragogy…

At each age learning is a complex interaction of motivation, cognition, and development. In older adults, motivation is often related to a lifelong personality construct or personal meaning that an older individual will seek to play out when given the opportunity in late life. The needs of the older adult learner can be discussed in terms of…

This annotated bibliography dealing with adult learning characteristics contains 82 indexed and abstracted entries arranged under the following headings: (1) Mental and Perceptual Abilities, (2) Personality and Social Role Factors, and (3) General Bibliographies. Intelligence, intelligence tests, memory and retention, adult development, older…

This chapter serves as a review of the nature of transitions confronting adult learners and points to applications and strategies for anticipating coming changes.

This selected annotated bibliography contains eighty-three entries (includes books, reports, guides, papers, and articles) relevant to teaching adult vocational education learners. The citations are organized alphabetically by author and each one includes some or all of the following: source, title, sponsoring agency, publisher, city, state, date,…