By M. Cecil Smith, Thomas Pourchot
Grownup schooling happens every time members interact in sustained, systematic studying which will impact adjustments of their attitudes, wisdom, abilities, or trust structures. studying, guideline, and developmental tactics are the first foci of academic psychology examine and theorizing, yet academic psychologists' paintings in those domain names has established totally on the adolescence and adolescent university years. extra lately, despite the fact that, a couple of academic psychologists have studied studying and improvement in maturity. the result of those efforts have led to what's now known as adult academic psychology.
the aim of this quantity is to introduce this new subfield inside of academic psychology. part 1 specializes in the interaction among studying and improvement in maturity, how quite a few different types of guide bring about various studying results for adults, description of the varied social contexts during which grownup studying occurs, and the advance of metacognitive wisdom around the existence span. part 2 describes either learn and idea bearing on grownup highbrow functioning, pondering, and problem-solving abilities inside of numerous contexts. part three describes examine in quite a few grownup studying domain names; discusses the cognitive and behavioral dimensions of analyzing in maturity and the functions of examining in real-life conditions; examines a tutorial intervention constructed to advertise forgiveness; and relates the results of an intervention designed to teach mom and dad approximately their kid's arithmetic studying. part four summarizes the topics and matters operating all through this, the 1st ebook that has sought to span the gulf among grownup schooling, grownup improvement, and academic psychology.
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Extra resources for Adult Learning and Development: Perspectives From Educational Psychology
One of the most important contemporary extensions of neo-Piagetian thinking is also represented here, with work on the development of forgiveness as a problem of cognitive development considered in some detail. Lest we forget that the development of generations interpenetrate, there is also coverage of how parenting and parent education impacts the development of parents. In concluding the book, Smith and Pourchot systematically review and integrate the contributions in the volume, making a case for the importance of the work reported in each chapter.
Granott summarizes a study of adult problem solving in collaborative groups in which developing learning is demonstrated. Developing learning, as Granott describes it, has a growth trajectory, is a major process of knowledge restructuring, and involves self-scaffolding toward new learning. Incorporating ideas from Piagetian and neo-Piagetian theories into life-span developmental concepts regarding the nature of adult learning, Juan Pascual-Leone and Ronald Irwin describe a process-analytic account of consciousness, cognition, and personal factors that interact to determine learning.
Wittrock, M. C. (1967). Focus on educational psychology. Educational Psychologist, 4, 7–20. Wittrock, M. C. (1992). An empowering conception of educational psychology. Educational Psychologist, 27, 129–141. II Theoretical Perspectives 2 We Learn, Therefore We Develop: Learning Versus Development—or Developing Learning? Nira Granott University of Texas at Dallas To survive in today’s world, adults must be able to change. Technology has proliferated into every facet of life—the home, recreation, and the workplace.