This study examined competing hypotheses about dynamic cross-domain associations between perceptual speed and well-being in advanced old age. We applied the bivariate dual change score model (J. J. McArdle & F. Hamagami, 2001) to 13-year incomplete longitudinal data from the Berlin Aging Study (P. B. Baltes & K. U. Mayer, 1999; N = 516, 70-103…

Author and book title recognition tests have been used extensively in reading-related research with both children and adults. The present paper reports the development of a book title and author recognition test and data from a UK sample of adults. Higher scores were obtained on the Author test than on the Title test. It is suggested that the…

The idea of "slippery texts" provides a useful descriptor for materials that mutate and evolve across different media. Eight adult gamers, encountering the slippery text "American McGee's Alice," demonstrate a variety of ways in which players attempt to manage their attention as they encounter a new text with many resonances. The range of their…

Increased attention to preparing addictions counselors and related professionals to use evidence-based practices has brought new attention to the preparation programs for addictions counselors. Research and theory about adult learning emphasizes the importance of students as active participants in problem and experience based learning. This paper…

In this article, the authors report that almost one in three adults in the UK have experience of learning a language as an adult, but only four percent are currently doing so--one percent less that in 1999, equivalent to a drop of half a million adults learning languages. Figures of speech, NIACE's UK-wide survey of language learning, also found a…

Adult-learning theory challenges faculty to adapt their teaching to certain characteristics of adult learners, including self-direction: if adults direct the bulk of their lives outside of school, they should be permitted to direct their own educational experiences. To what extent is self-directed learning an optimal, or even realistic,…

This chapter explores how incorporating the possible selves construct within a supportive and challenging mentoring relationship can assist in personal and professional growth. (Contains 1 figure.)

This study is part of a larger research program investigating conversational practices that are resources for language learning in classroom settings. Using methods from conversation analysis, this analysis describes how low-level adult learners' interactional competence in English develops through their interactional practices in a language…

In 1996, the Kansas City (Kan.) Public Schools, a largely poor, urban system, was facing a crisis. Talk at local and state levels was about closing a number of poor-performing schools. The author discusses how the district took matters in hand to make significant changes. Partnering with the local National Education Association leadership,…

This textbook offers a series of reading lessons suitable for adult learners. Suitable reading matter for adult foreign pupils in evening schools has always been difficult. The ordinary first and second readers used in day schools, are intended for children, contain as a rule little material of a kind to interest older persons. Either the ideas…

Approximately 275 Federal programs support some form of lifelong learning. While the majority of the lifelong learning programs are administered by the various agencies within HEW, a significant number of programs are run by such Federal agencies as the Department of Justice, the National Foundation on the Arts and Humanities, and the Smithsonian…

The author states that public policymakers and the nation's leadership, including business and industry, will need to throw their influence behind any effort made to promote literacy leadership at all levels by broadening the educational enterprise. (CT)

The author attempts to (1) sensitize teachers to the difficulties of teaching adults, (2) review components of the learning process, and (3) give a prospectus for an adult learning theory and supportive instructional theory and strategies that enable classroom teachers to reach every adult learner in the class. (CH)

Explores some issues of adult learning, concentrating on three areas: (1) the conditions under which adults are most likely to learn; (2) strategies that trainers can adopt to enable this to take place; and (3) implications for the training organization sponsor. (Author/JOW)