Computer assisted learning has the capability to cope with the diverse needs and characteristics of the adult learner, to provide alternative means of reaching goals, to provide flexibility in pacing learning, and to provide for independent and self-directed learning. (SK)

Examines the application of learning principles to individualized instruction in skilled courses in business and vocational education for adult students. Available from College of Education, Kansas State University, Manhattan, KS 66506. (SK)

Adult learning is a potentially productive way of identifying the motives and behaviors of effective management. Learning is a distinguishing characteristic of the most effective managers and steps can be taken to enhance managers' abilities in learning how to learn. (JOW)

Teachers must understand the physiological and psychological changes that occur in adulthood as a normal part of aging and recognize the implications that these changes have for the teaching-learning process in order to be sensitive to the unique needs and characteristics of adults over 50 as learners. (CT)

Provides a brief description of cognitive styles, particularly Witkin's model of Field Dependence/Field Independence. Proposes that there is sufficient theory and research in this area for adult educators to adopt into immediate practice. (SK)

Describes a strategy-based learner-controlled instruction model. Strategies involve predetermining training results; recognizing the prior experiences of employees; using the real work world in training; evaluating actual performance; providing immediate and continuous feedback to employees; self-paced training; and self-managed training. (CT)

The author presents notes taken from several talks by Malcolm Knowles. Topics include major forces affecting education; administrative involvement in training; and the use of functional work groups. (CT)

Summarizes the major findings of Allen Tough's adult education monographs and outlines some of the criticisms of his works. Discusses Tough's theories concerning self-teaching, learning projects and major learning efforts, and the planners of learning. (CT)

This study investigated the relative associations of curiosity evoked by surprise and of the perceived value of information to the desire to know more about psychological research topics. Comparison of results to similar research with adolescents suggested that the importance of curiosity as a motivation to learn may decline in adulthood. (CT)

The middle years of life have been neglected by educational psychology. There is a need for more, better, and better-understood psychological data so that learning can be enhanced in this age group. This issue of "Contemporary Educational Psychology" addresses five relevant questions about adult learning. (Author/RD)

A model for group training of foster parents focuses on self-directed learning and mutual support to overcome feelings of powerlessness and isolation. (Author/RH)

Integration of the cognitive psychology and sociocultural constructivist perspectives yields a more comprehensive account of adult thinking and acting. This synthesis is based on a view of individual knowledge acquisition as a socially mediated process and on ontogeny or life-history approach. (SK)

Transformative learning can be rational/analytical or intuitive emotional. It can effect personal or social change, and it can take place in a variety of contexts. (SK)

Adult-oriented assessment should be based on five principles: (1) learning is derived from multiple sources; (2) learning engages the whole person; (3) learning and self-direction are promoted by feedback; (4) learning occurs in context; and (5) learning from experience is a unique, meaning-making event contributing to adult learner diversity. (SK)

Knowledge about a culture is best understood as situated cognition, that is, contexts are inseparable from cognitive processes. Learning about a culture is similar to learning about a practice; both require new ways of perceiving, interpreting, and communicating experience. Successful learning depends both on individual factors and on access to…