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…

Attribution theory and gerontology would be enriched by the application of a life-span approach to attribution, involving increased attention to the age of the stimulus person and developmental factors associated with self-attribution. In studies on achievement attributions about older people, chronological age appears to be a more salient cue for…

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…

Temporal orientation may be defined as a central aspect of identity that pertains to the individual's unique interpretation of the life course. As a component of identity, temporal orientation should be affected by social contextual variables. Temporal orientation was assessed in a random sample of 94 men and women aged 24-61 years. Respondents…

Leading educational psychologists address problems in adult development and learning in this book. "What Does Educational Psychology Know about Adult Learning and Development?" (M. Cecil Smith, Thomas Pourchot) is the introduction. "We Learn, Therefore We Develop" (Nira Granott) tackles the problem of distinguishing between…