Presents several reconceptualizations of adult cognitive development and its relation to everyday problem solving. Argues that investigation of relations between adult cognitive development and everyday problem solving may be facilitated through causal modeling that includes task characteristics, social context, and personality and motivational…

A review of research shows that while some studies support (1) the necessity of developing logical (operational) thought, (2) the maintenance of this cognitive level, and (3) the finality of the formal operational stage, the bulk of research challenges these three aspects of traditional Piagetian theory. (LRA)

Reviews concepts of meaning making in classical and contemporary writing. Examines models of cognitive and ego development linked with meaning making and draws a model of the relationship of meaning making to adult learning and development. (SK)

Examines four somewhat arbitrary and overlapping themes from the literature in adult and teacher development: life span development, stage development, career development, and teacher development. (HOD)

Are there universal characteristics of adult thought? If so, how do they evolve and manifest themselves in cultures throughout the world? Piaget's formulation of formal operations is the best known and most extensively researched answer to the question regarding universal characteristics. Theoretical alternatives to formal operations differ in the…

Discusses semantic issues in defining emotions. Describes important constructs derived from major theories of emotionality. Examines social-psychological and biological changes associated with aging in the context of these theories. Reviews available data on emotionality and aging, describing experimental attempts at manipulating the emotional…

Explores how art education can enhance the mental abilities and educational needs of older adults. Maintains that the postformal operations development stage may be helpful in art studies. Suggests that older adults could study the meaning of their life experience as well as their place in culture. (KM)

This paper discusses the concept of a family system in terms of an interactive system of interrelated, interdependent parts and suggests that VHS movies can act as perturbations, i.e., change promoting agents, for certain dysfunctional family systems. Several distinct characteristics of a family system are defined with particular emphasis on…

Midlife crises require different behavioral responses for women who have made decisions about marriage, motherhood, and career. For women experiencing midlife crises, assertiveness training has the potential to resolve conflicts. Assertiveness training (AT) consists of three components, i.e., skills training, anxiety reduction, and cognitive…

In nine articles, examines the phenomenon of leisure and leisure counseling from a psychological point of view. Discusses and reacts to the nature of leisure and its relationship to mental health and cognitive development, leisure counseling models, the role of leisure education in youth development, and future directions. (RC)

Intended for adult educators, this book is a comprehensive overview and synthesis of what is known about adult learning. Part 1 describes the context of learning. Chapters 1-4 describe the following: the sociocultural context; the range of settings and ways they influence learners and the learning process; literature on who participates in formal…

Research in the fields of management, leadership development, and human development is reviewed. The research suggests that the quality of an individual's personal life, the effectiveness of his/her professional work, and the lasting public value of his/her social contribution are contingent upon a coherent sense of personal integration and…

Psychology teaching should intentionally aim to encourage adult development. By explicitly recognizing key dimensions of development, psychology teachers can more effectively achieve their own course objectives and the broader objectives of the profession. Such aims are consistent with the traditional mission of the university and the psychology…

It is time for the teacher education profession to take more systematic steps for the advancement of theory, research, and practice in the teacher education field. A cognitive-developmental perspective on teacher education curriculum avoids the choice between cognitive and affective goals by providing a dual focus on highly specific behavioral…

Many children feel a considerable amount of anxiety in connection with their deity and internalize an authoritative being who is both good and evil, kind and abusive. Modeling of this being can continue into adulthood thus continuing to affect cognition and behavior. Implications for counseling and development are discussed. (LKS)