Data for a study of the relationship between career changes of lawyers and their participation in adult education were collected from questionnaires returned by 615 members of the Nebraska Bar Association, 51 personal interviews, and studies of work histories to classify lawyers as changeable or relatively stable in their careers. Lawyers who…

Changes in the perception of figural aftereffects occurring during adulthood were investigated with 56 female subjects. A significant linear trend analysis indicated that the magnitude of the figural aftereffects increased very slightly with age. This was supported by a significant T value which suggested a difference between the two extreme age…

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 temporal order in which a man finishes school, starts working, and first marries is an important characteristic of his life course. Ordering patterns are distributed on a scale of the degree of conformity with the normative ordering of events. (Author)

The age-status system in adulthood was investigated, using a 58-item instrument which divided adulthood subjectively into three periods: normative expectations for various adulthood developmental tasks (marriage, parenthood, employment, retirement, etc.); the lower age constraints ("too young") for these behaviors. In addition, 22 items regarding…

Simultaneous maximum likelihood procedures were used to investigate the generality of ability factor structure in adulthood and old age. Data were analyzed for 198 subjects aged 15-32; 173 subjects aged 51-67; and 153 subjects aged 68-83. Variables were 14 ability tests marking five cognitive factors: verbal comprehension, number facility,…

Male and female adults revise their perceptions of control three times in their lives, between the ages of 20 and 65. To investigate the relationship between experienced control in terms of loci of control (internal, external), situations (opposite sex, same sex), and direction (from or over the environment), and the developmental stages of men…

This report of the hearing before the Senate Committee on Aging concerns the question of aging and its effects on learning and working. Statements by witnesses are recorded to present the results of ongoing longitudinal studies focused on the effects of biological aging and the measurement techniques used to analyze variables associated with…

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…

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 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,…

In March 1959, Howard McClusky introduced his Power Load Margin (PLM) theory and proposed that it be used for studying the adult years and for developing and building realistic educational programs for adults. His formula, which states that the key components of adulthood are load (the demands made upon the individual by self and society) and…

The contributions to this volume were drawn from selected symposia of the Division on Adult Development and Aging at the 76th and 78th annual meetings of the American Psychological Association. The four parts of the book are as follows: Part I. Individual Changes in Adult Intelligence: Longitudinal Approaches; Part II. Somatic Components of…

Teachers of adults, if they are to be really effective, must be sensitive to the particular characteristics and needs of adult learners. Adults have many physiological, psychological, and social characteristics that are the result of normal aging. In determining which characteristics interfere with learning, it is found that all have an impact on…

This book contains 15 papers on the following topics related to lifelong learning: lifespan development and education, capacity to learn in the lifespan, skills formation in the workplace, learning to learn in the lifespan, and implications for policy and practice. The following papers are included: "Learning for Life: New Ideas, New…