There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, "How People Learn: Brain, Mind, Experience, and School: Expanded Edition" was published and its…

In this developmental study of sustained cognitive monitoring, second graders, sixth graders, and college students followed a two-part sequence of spatial directions and then made judgments about reaching the destination intended by direction giver. Cognitive monitoring skills of the type examined appear to be useful in many real-world cognitive…

Literature on cognition and learning in young adults is surveyed. First, an outline of a theory of the cognition-learning system is presented, reviewing the characteristics of each of the major components of the system. Particular attention is paid to the differences between young adults and other age groups in information processing skills.…

This special issue of the Mensa Research Journal contains four papers written by K. Warner Schaie, a psychologist who focuses on psychological development from young adulthood through old age. The first paper is "Living with Gerontology." In it, Schaie recounts his own childhood, adolescence, and young adulthood, his path to becoming a…

The educational significance of wrong answers on multiple choice tests was investigated in over 4,000 subjects, aged 7 to 20. Gorham's Proverbs Test--which requires the interpretation of a proverb sentence--was administered and repeated five months later. Four questions were addressed: (1) what can the pattern of answer choice, across age, using…

To measure the development of formal thought, as defined by Piaget and Peel, separate tests on judgment, creativity, concept formation and concept attainment were administered to 1,710 subjects, ages eight to adult. (CP)

Interview data on the learning experiences and techniques of 90 Swedish teenagers and adults were further analyzed to explore changes in views on learning reported by the subjects themselves, and differences between subjects with respect to age (range 15-73) and formal education (range 6-17 years). Some subjects equated knowledge with discrete…

This book, which incorporates information gathered through research in the United Kingdom and the United States, explores the nature and importance of learning throughout the human life cycle. The following are among the topics examined: (1) learning and third age education (the emergence of education for adults, third age education); (2) learning…