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1

Adult Learning Theory  

Microsoft Academic Search

This note summarizes several modern theories of adult learning, including the Myers-Briggs Type Indicator, neurolinguistic programming, and the theories of Malcolm Knowles, David Kolb, and Gib Akin. The note can be used as an introduction to adult learning in a doctoral seminar on pedagogy, and invites readers to be aware of adult learning styles in preparing for and teaching their

James Clawson

2

Adult Learning Theory and Elderhostel  

Microsoft Academic Search

This article examines the effectiveness of Elderhostel program practices within a framework of adult learning theories. After reviewing theories of self-directed learning and life-span control, two surveys conducted in an Elderhostel program were analyzed. Results showed that self-directed learning well describes the practices of the Elderhostel program and that a life-span theory of control elaborates on this description. The Elderhostel

Hiromi Masunaga

1998-01-01

3

Adult Learning Theories Closure  

ERIC Educational Resources Information Center

A student-centered nontraditional learning program was proposed to better prepare fire department military personnel in obtaining their 911 dispatch certification at a Florida military installation. Maintaining an adequate number of dispatched qualified military personnel, in addition to current civilian dispatchers at the same location, improves…

Baskas, Richard S.

2011-01-01

4

Adult Learning and Theory Building: A Review  

Microsoft Academic Search

The one factor that all adult education agencies, programs, and professionals have in common is that all deal with adults in learning situations. Perhaps that is why there has been more theory building in adult learning than in other areas of adult education. It is the adult learner, after all, which distinguishes this field from other areas of education. This

Sharan B. Merriam

1987-01-01

5

Adult Learning Theory and the Pursuit of Adult Degrees  

ERIC Educational Resources Information Center

This chapter describes a four-lens model for understanding adult learning theories and provides adult educators and administrators with a useful conceptual framework for working with adult learners in adult degree programs.

Kiely, Richard; Sandmann, Lorilee R.; Truluck, Janet

2004-01-01

6

Teaching Insights from Adult Learning Theory  

Microsoft Academic Search

How do undergraduate and graduate students learn? How can we use what we know about the learning process to teach more effectively? While the research has yet to connect fundamental processes in the brain to what we do as teachers with certainty, the past half-century of work on adult learning has produced several useful theories that can inform instructional choices.

Cassandra Volpe Horii

2007-01-01

7

Repositioning Ideology Critique in a Critical Theory of Adult Learning.  

ERIC Educational Resources Information Center

Reexamines critical theory as a response to Marxism and repositions ideology critique as a crucial adult learning process. Argues that a critical theory of adult learning should focus on how adults learn to recognize and challenge ideological domination and manipulation. (Contains 31 references.) (SK)

Brookfield, Stephen

2001-01-01

8

The Changing Landscape of Adult Learning Theory  

Microsoft Academic Search

Since the founding of the field of adult education, the task of explaining how adult learners learn has been a major one on the part of both researchers and practitioners. Adult learning, after all, is the glue that holds together an otherwise widely disparate field, a field that ranges from adult basic education (ABE) to human resource development, and from

Sharan B. Merriam

9

Implications of Learning Theories for Adult Instruction  

Microsoft Academic Search

A review was undertaken which (A) divided the major learn ing theories currently adhered to into three approaches: 1. be haviorism, 2. neo-behaviorism, and 3. cognitivism; (B) summarized the central constructs of eight prominent learning theories; (C) delineated the explicit implications of each learning model for in struction and compared the theories along several dimensions; (D) presented an integrated discussion

Samuel S. Dubin; Morris Okun

1973-01-01

10

Theory Based Approaches to Learning. Implications for Adult Educators.  

ERIC Educational Resources Information Center

This paper presents a codification of theory-based approaches that are applicable to adult learning situations. It also lists some general guidelines that can be used when selecting a particular approach or theory as a basis for planning instruction. Adult education's emphasis on practicality and the relationship between theory and practice is…

Bolton, Elizabeth B.; Jones, Edward V.

11

Toward a Holistic Theory of Knowledge and Adult Learning  

Microsoft Academic Search

This article proposes a holistic theory of knowledge and adult learning. The theory posits that knowledge consists of three indivisible facets—explicit, implicit, and emancipatory knowledge, and that each of the knowledge facets consists of three layers—foundation, manifestation, and orientation. The holistic theory calls for a dialectical perspective about the dynamic relationships among the three facets to better understand learning. Three

Baiyin Yang

2003-01-01

12

Simulation Methodology in Nursing Education and Adult Learning Theory  

ERIC Educational Resources Information Center

Simulation is often used in nursing education as a teaching methodology. Simulation is rooted in adult learning theory. Three learning theories, cognitive, social, and constructivist, explain how learners gain knowledge with simulation experiences. This article takes an in-depth look at each of these three theories as each relates to simulation.…

Rutherford-Hemming, Tonya

2012-01-01

13

Centering Marxist-Feminist Theory in Adult Learning  

Microsoft Academic Search

Using feminist extensions of Marxist theory, this article argues that a Marxist-feminist theory of adult learning offers a significant contribution to feminist pedagogical debates concerning the nature of experience and learning. From this theoretical perspective, the individual and the social are understood to exist in a mutually determining relationship, with a social world conceptualized as active human practice. The primary

Sara Carpenter

2012-01-01

14

A Critical Evaluation of Adult Learning Theories and Implication for Human Resource Development  

ERIC Educational Resources Information Center

Based on a newly developed holistic theory of knowledge and learning, this paper critically evaluates several contemporary theories of adult learning. Most of existing adult learning theories tend to narrowly define knowledge and learning and fail to offer adequate explanation for adult learning. Implications for HRD theory, research, and practice…

Yang, Baiyin

2004-01-01

15

The Power of Critical Theory: Liberating Adult Learning and Teaching  

ERIC Educational Resources Information Center

This book is the author's attempt to put the "critical" back into critical thinking by emphasizing that it is an inherently political process. The book presents powerful arguments for the importance of critical theory in fostering the kind of learning that leads to a truly democratic society, and it explores a number of tasks for adult learners…

Brookfield, Stephen D.

2004-01-01

16

Using Adult Learning Theory for New-Hire Training  

ERIC Educational Resources Information Center

To test if adult learning theory can inform a training program for newly-hired employees in industry, a training program was set up using Knowles' concepts of andragogy. Evaluation results from before and after the new training program indicate that the perceptions of those in the new training program changed in a positive direction. This…

Woodard, Chris A.

2007-01-01

17

The History of Adult Learning Theory  

Microsoft Academic Search

The implementation of new programs for adult professionals has been the salvation for many small colleges struggling with retrenchment during the 1980s. Some of these programs were hastily assembled with little rationale other than to create cash for the traditional campus. Thus, they are often the object of suspicion by educational traditionalists looking for sound programs based on good educational

Cynthia Benn Tweedell

18

A Review of Adult Learning Theory and Staff Development Research. Program Report.  

ERIC Educational Resources Information Center

Adult learning theory and research on professional development provide a rich background context for examining school leader development for school improvement. The literature on adult learning theory identifies the following generalities about adults as learners: age reduces the speed of learning; adult learners bring life experiences to bear on…

Butler, Jocelyn A.

19

Beyond Knowles: What Those Conducting Simulation Need to Know About Adult Learning Theory  

Microsoft Academic Search

This article explores the adult learning theories that might affect the way that adult learners perceive learning and reach understanding of clinical expertise. Although educators in clinical and simulation settings are becoming much more aware of the theories that affect adult learning, too often their knowledge might not reach past the great work of Malcolm Knowles and his theory of

Timothy C. Clapper

2010-01-01

20

Adult Learning Theories and their Application in Selecting the Functionality of Synchronous Learning Tools  

ERIC Educational Resources Information Center

The study discusses some major adult learning theories and practices and their application to the functionality of synchronous learning tools in order to better support the needs and satisfaction of stakeholders while interacting in a web-based environment. It examines how best to provide guidelines for them in choosing the synchronous learning

Murugiah, Santhiru S.

2005-01-01

21

The Contribution of Adult Learning Theory to Human Resource Development (HRD)  

Microsoft Academic Search

The problem and the solution. Adult learning theory and practical research in the field illuminate the processes by which adults acquire knowledge and skills and apply new learning in many venues. One important venue for the application of learning is the workplace. In spite of the frequency with which human resource development (HRD) professionals say they rely on adult learning,

Catherine M. Sleezer

2004-01-01

22

A New World Order: Connecting Adult Developmental Theory to Learning Disabilities.  

ERIC Educational Resources Information Center

This article explores new connections between the current literature base on adult developmental theory and the field of learning disabilities. Emphasis is on theory and practice in self-determination and adult development. Implications for special education, vocational education, general education, and adult learning are discussed. (Contains…

Price, Lynda; Patton, James R.

2003-01-01

23

The Power of Critical Theory for Adult Learning and Teaching  

ERIC Educational Resources Information Center

This major contribution to the literature on adult education provides adult educators with an accessible overview of critical theory's central ideas. Using many direct quotes from the theorists' works, the author shows how critical theory can illuminate the everyday practices of adult educators and help them make some sense of the dilemmas,…

Brookfield, Stephen

2005-01-01

24

Adult Learning Theory: Applications to Non-Traditional College Students  

ERIC Educational Resources Information Center

Adult learners that enter today's higher education community bring learning styles and life experiences that may either be critical foundations for future success or deeply entrenched beliefs that hinder learning in the academic environment. As adult learners enroll in their entry level courses, college instructors will need to realize that these…

Kenner, Cari; Weinerman, Jason

2011-01-01

25

Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83.  

PubMed

There are many theories that explain how adults learn and each has its own merits. This Guide explains and explores the more commonly used ones and how they can be used to enhance student and faculty learning. The Guide presents a model that combines many of the theories into a flow diagram which can be followed by anyone planning learning. The schema can be used at curriculum planning level, or at the level of individual learning. At each stage of the model, the Guide identifies the responsibilities of both learner and educator. The role of the institution is to ensure that the time and resources are available to allow effective learning to happen. The Guide is designed for those new to education, in the hope that it can unravel the difficulties in understanding and applying the common learning theories, whilst also creating opportunities for debate as to the best way they should be used. PMID:24004029

Taylor, David C M; Hamdy, Hossam

2013-11-01

26

Reshuffling the Puzzle Pieces: Connecting Adult Developmental Theory to Learning Disabilities.  

ERIC Educational Resources Information Center

Defines learning disabilities and relates them to adult learning theory. Describes their impact on adults as they move through their developmental tasks. Compares biological and psychological models and discusses workplace accommodations, legal compliance, and suggestions for career counselors. Contains 60 references and a list of web resources.…

Price, Lynda; Patton, James

2002-01-01

27

Repositioning Ideology Critique in a Critical Theory of Adult Learning  

Microsoft Academic Search

Contemporary adult educational readings of the Frankfurt School of critical theory, as interpreted via Habermas, risk sliding into an exclusive engagement with the pragmatic dimensions of his thought to the exclusion of its Marxist underpinnings and its concern with ideology critique. Building on Max Horkheimer's recently republished essay on \\

Stephen Brookfield

2001-01-01

28

The Discourse of Retrospective Miscue Analysis: Links with Adult Learning Theory.  

ERIC Educational Resources Information Center

Discusses the appropriateness of retrospective miscue analysis (RMA) for post-secondary developmental readers through the perspective of adult learning theory. Emphasizes the suitability of RMA as an instructional strategy for college readers through analyzing the process and effectiveness of two RMA sessions with a young adult college…

Paulson, Eric

2001-01-01

29

Global, Local and Individual Learning Environments: An Environmental Model Integrating Adult Learning Theories  

Microsoft Academic Search

This paper presents the development of a model. The Environmental Model of Adult Learning consists of three interrelated learning environments: individual (within you), local (with you) and global (all about you). The environmental backdrop supports the purposeful effort to organize or map the research territory of adult learning.

Charmaine Ing

30

Can Adult Learning Theory Provide a Foundation for Human Resource Development?  

Microsoft Academic Search

The problem and the solution. The field of human resource development (HRD) has been viewed as being supported by three theoretical foundations—namely, economic, psychological, and system theories. Although contributions of adult learning theory have been long acknowledged, it is more important to recognize its unique role of incorporating three theoretical foundations and consequently providing a distinct foundation of HRD. By

Baiyin Yang

2004-01-01

31

Adult Learning Theory and Reference Services: Consonances and Potentials  

Microsoft Academic Search

There is a long history of exchange between librarians and adult educators. This history not only points to previous successes but also highlights a tension of defining an appropriate focus within libraries for the provision of adult education. The similarities between contemporary adult education thought and reference services can provide some interesting possibilities in looking toward the future of reference

James Ghaphery

2001-01-01

32

Role of Adult Learning Theory in Evaluating and Designing Strategies for Teaching Residents in Ambulatory Settings  

Microsoft Academic Search

Background: As more patient care moves into the outpatient arena, teaching medical resi- dents in this setting has become of critical importance. Ambulatory teaching is especially challenging due to highly variable, unpredictable learning needs and little time for teaching. Recent literature suggests many strategies for effective teaching; however, most are not grounded in education theory. Summary: Using precepts of Adult

TRACY L. LAIDLEY; CLARENCE H. BRADDOCK

2000-01-01

33

Aesthetic Learning Theory and the Faith Formation of Young Adults  

ERIC Educational Resources Information Center

Participation in the arts is a form of practical reason and as such has the potential to form and transform the faith of individuals. The findings from Katherine M. Douglass's 2011 study on the role of the arts in the faith lives of young adults provides examples of the transformative potential of the arts as they foster expression,…

Douglass, Katherine M.

2013-01-01

34

Transformative Learning Theory in the Practice of Adult Education: An Overview  

Microsoft Academic Search

Transformative learning has emerged within the field of adult education as a powerful image for understanding how adults learn. It has attracted researchers and practitioners from a wide variety of theoretical persuasions and practice settings yet it is a complicated idea that offers considerable theoretical, practical, and ethical challenges. What transformative learning means and how it is best fostered within

John M. Dirkx

35

Blogs and Social Network Sites as Activity Systems: Exploring Adult Informal Learning Process through Activity Theory Framework  

ERIC Educational Resources Information Center

This paper uses an Activity Theory framework to explore adult user activities and informal learning processes as reflected in their blogs and social network sites (SNS). Using the assumption that a web-based space is an activity system in which learning occurs, typical features of the components were investigated and each activity system then…

Heo, Gyeong Mi; Lee, Romee

2013-01-01

36

Adult Learning and Instruction.  

ERIC Educational Resources Information Center

These eight conference papers discuss adult learning, instructional theory, and related issues in research and practice. Focusing on processes of educational change, the first paper considers how experienced teachers, educational theorists, and researchers possessing empirically tested knowledge can cooperate in program planning. The next paper…

Grabowski, Stanley M., Ed.

37

An Annotated Bibliography: Using Theories of Self-Regulation to Understand How Adults Learn in Various Contexts  

ERIC Educational Resources Information Center

The present report presents an annotated bibliography of peer-reviewed articles that employed theories of self-regulation to understand how adults learn in various contexts. Seven scholarly articles, published between 2000 and 2006, were reviewed and summarized. Articles reviewed include (1) Self-regulation in a Web-based Course: A Case Study (J.…

Artino, Anthony R., Jr.

2007-01-01

38

Applying Social Learning Theory of Career Decision Making to Gay, Lesbian, Bisexual, Transgender, and Questioning Young Adults  

ERIC Educational Resources Information Center

Incorporating J. D. Krumboltz's (1979) social learning theory of career decision making, the author explores career development issues for gay, lesbian, bisexual, transgender, and questioning (GLBTQ) adolescents and young adults. Unique challenges for the GLBTQ population are discussed, specific recommendations for effective career counseling with…

Datti, Paul A.

2009-01-01

39

Integration of the Adult Learning Theory with Social Skills Training in Field Instruction  

Microsoft Academic Search

This paper documents the authors' experience as field supervisors of adult learners, who need a greater degree of self-direction and learning from experience. It looks at the guiding principles for the supervision of adult learners and at how teaching technology can be best used.

Joyce Ma Lai Chong; Petula Ho Sik Ying; Lily Cheung Yau Yin Hing

1991-01-01

40

Adult Learning: An Overview  

Microsoft Academic Search

Adult learning is frequently spoken of by adult educators as if it were a discretely separate domain, having little connection to learning in childhood or adolescence. This chapter will examine critically this claim by exploring four major research areas (self-directed learning, critical reflection, experiential learning and learning to learn) each of which have been proposed as representing unique and exclusive

Stephen Brookfield

1995-01-01

41

The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning  

Microsoft Academic Search

Action learning has the ability to solve complex problems and to significantly increase the speed and quality of individual, team and organizational learning. Its theoretical base and relationship to adult learning orientations and the source of this power remain relatively unexplored. The authors conducted an extensive review of the literature in order to examine how each of the six critical

Michael Marquardt; Deborah Waddill

2004-01-01

42

The Power of Learning in Action Learning: A Conceptual Analysis of How the Five Schools of Adult Learning Theories Are Incorporated within the Practice of Action Learning  

ERIC Educational Resources Information Center

Action learning has the ability to solve complex problems and to significantly increase the speed and quality of individual, team and organizational learning. Its theoretical base and relationship to adult learning orientations and the source of this power remain relatively unexplored. The authors conducted an extensive review of the literature in…

Marquardt, Michael; Waddill, Deborah

2004-01-01

43

Adults Learning. Fourth Edition.  

ERIC Educational Resources Information Center

Aimed at anyone who wants to know how to teach adults, this guide aims to build confidence, offer practical advice, and give the real-life flavor of helping fellow adults develop. Chapter 1 addresses adult learners: mindsets, motivation, and learning (learning cycle, learning styles, relevance, reinforcement and practice, experience, learning to…

Rogers, Jenny

44

Holistic Learning Theory and Implications for Human Resource Development  

Microsoft Academic Search

The problem and the solution. The adult learning literature provides a number of concepts and theories of adult learning. No unifying theory of learning has emerged because of the complexity and diversity of the adult learning process. A recently developed holistic theory provides an integrative framework to examine some of the contemporary adult learning theories. Implications for human resource development

Baiyin Yang

2004-01-01

45

Characteristics of Adult Learners with Implications for Online Learning Design  

ERIC Educational Resources Information Center

The online educational environment is increasingly being used by adults and should be designed based on the needs of adult learners. This article discusses andragogy, an important adult learning theory, and reviews three other adult learning theories: self-directed learning, experiential learning, and transformational learning. During this…

Cercone, Kathleen

2008-01-01

46

Examination of the teaching styles of nursing professional development specialists, part II: correlational study on teaching styles and use of adult learning theory.  

PubMed

This article, the second in a two-part series, details a correlational study that examined the effects of four variables (graduate degrees in nursing education, professional development training in adult learning theory, nursing professional development [NPD] certification, and NPD specialist experience) on the use of adult learning theory to guide curriculum development. Using the Principles of Adult Learning Scale, 114 NPD specialists tested the hypothesis that NPD specialists with graduate degrees in nursing education, professional development training in adult learning theory, NPD certification, and NPD experience would use higher levels of adult learning theory in their teaching practices to guide curriculum development than those without these attributes. This hypothesis was rejected as regression analysis revealed only one statistically significant predictor variable, NPD certification, influenced the use of adult learning theory. In addition, analysis revealed NPD specialists tended to support a teacher-centered rather than a learner-centered teaching style, indicating NPD educators are not using adult learning theory to guide teaching practices and curriculum development. PMID:25081125

Curran, Mary K

2014-08-01

47

Health Learning and Adult Education: In Search of a Theory of Practice  

ERIC Educational Resources Information Center

Fifty-five percent of Canadians aged 16 to 64 years lack the skills necessary to read and appropriately interpret health information in textual format. This critical review of research explores issues related to adults' health and health literacy learning in an effort to illuminate why this unacceptable condition persists. The authors also explore…

Schecter, Sandra R.; Lynch, Jacqueline

2011-01-01

48

Poststructural Feminist Pedagogies: The Possibilities and Limitations of Feminist Emancipatory Adult Learning Theory and Practice  

Microsoft Academic Search

This paper compares, contrasts, and examines the theoretical underpinnings of three strands of feminist pedagogy—the psychological models; the structural models; and poststructural feminist pedagogies-as they relate to critical pedagogy and the wider adult learning literature around four major themes: (1) the construction of knowledge; (2) voice; (3) authority; and (4) positionality. It is argued that poststructural feminist pedagogies which foreground

Elizabeth J. Tisdell

1998-01-01

49

Old Trucks, Teaching, and Learning with Adults.  

ERIC Educational Resources Information Center

Discussion of adult learning and education highlights three main issues: foundations, licensure (i.e., certification), and design. Topics discussed include educational theory related to adult learning; the need for additional research in the field of adult education; benefits of certification; instructional design; and the future of adult

Roth, Gene L.

1989-01-01

50

Adult learning and action learning — A real workplace learning approach  

Microsoft Academic Search

The Rural Extension Centre (REC) has developed an approach to accredited training that is based on adult learning principles and is driven by an action learning approach. One of the central features of this approach is the use of real workplace based learning projects to allow participants to immediately apply the theory of the subject being studied in a practical

R. F. Fell

1999-01-01

51

Role of Adult Learning Theory in Evaluating and Designing Strategies for Teaching Residents in Ambulatory Settings  

Microsoft Academic Search

Background: As more patient care moves into the outpatient arena, teaching medical residents in this setting has become of critical importance. Ambulatory teaching is especially challenging due to highly variable, unpredictable learning needs and little time for teaching. Recent literature suggests many strategies for effective teaching; however, most are not grounded in education theory.

Tracy L. Laidley; Clarence H. Braddock

2000-01-01

52

Computational Learning Theory Learning Regular Languages  

E-print Network

Computational Learning Theory Learning Regular Languages Applications to Verification Learning A Tutorial P. Madhusudan Learning Algorithms and Formal Verification #12;Computational Learning Theory Learning Regular Languages Applications to Verification Outline 1 Computational Learning Theory 2 Learning

Parthasarathy, Madhusudan

53

Workplace Learning and Learning Theory.  

ERIC Educational Resources Information Center

Discusses the limitations inherent in workplace learning, suggests how to establish effective interaction between workplace and educational learning, and presents an outline of how learning theory is used in workplace learning. Contains 32 references. (JOW)

Illeris, Knud

2003-01-01

54

Learning as Transformation: Critical Perspectives on a Theory in Progress. The Jossey-Bass Higher and Adult Education Series.  

ERIC Educational Resources Information Center

Stemming from a 1998 Columbia University conference on transformative learning, this 3-part book contains 12 articles that examine the concept of how adults learn to change ("transform") their frames of reference. The following are included in Part One: Developing Concepts of Transformative Learning: "Learning To Think Like an Adult: Core Concepts…

Mezirow, Jack, Ed.

55

Applying Adult Learning to the Online Classroom.  

ERIC Educational Resources Information Center

Focus groups captured 35 adults' perceptions of an online library and information science master's program. Analysis of results using adult learning theories resulted in 10 recommendations for online courses. Student/instructor and student/student interaction was absent in theories but a key element in distance learning. (Contains 11 references.)…

Frey, Barbara A.; Alman, Susan Webreck

2003-01-01

56

Adult Learning Matters  

ERIC Educational Resources Information Center

Adult Learners' Week--which is supported by the Department for Innovation, Universities and Skills and the European Social Fund, amongst a raft of other organisations--is all about raising demand for learning. At its core, the campaign is about encouraging under-represented groups--including low-skilled, unemployed and low-paid adults and those…

Thomson, Rachel

2009-01-01

57

How Do Adults Learn?  

ERIC Educational Resources Information Center

This dialog between Alan Rogers and Knud Illeris debates arguments Rogers made in a previous article about the differences between adult and child learning. Rogers emphasizes differences in teacher-learner relationships. Illeris believes the differences result from different motivations for learning. (SK)

Rogers, Alan; Illeris, Knud

2003-01-01

58

Adults Learning Mathematics  

NSDL National Science Digital Library

The Adults Learning Mathematics (ALM) organization is "an international research forum bringing together researchers and practitioners in adult mathematics/numeracy teaching and learning in order to promote the learning of mathematics by adults." The site contains sections such as "For teachers", "For PhD students", and "For policy makers". The "For teachers" area includes links to the ALM newsletters and their resources, which include downloadable posters and factsheets. Moving along, the "For PhD students" area includes information for those doctoral students that are seeking to incorporate pedagogical techniques for teaching math to adults in their research. Additionally, the "For policy makers" area includes helpful documents such as "High stakes assessment: Assessing numeracy for Nursing in two recent projects".

59

Adult Learning Styles and the College Classroom.  

ERIC Educational Resources Information Center

Malcolm Knowles, in his theory of adult learning (1972, revised 1980), presents adults as motivated, self-directed learners. Basically, once a person starts seeing himself or herself as an adult, he or she has an expectation of being independent in decision-making, valuing personal experience, and desiring respect. Courses, curriculum, and…

Leith, Karen Pezza

60

Who Needs Learning Theory Anyway?  

ERIC Educational Resources Information Center

Looks at a variety of learning theories: andragogy, behaviorism, cognitivism, conditions of learning, Gestalt, and social learning. Addresses the difficulty of selecting an appropriate theory for training. (JOW)

Zemke, Ron

2002-01-01

61

Podcasting as Complement to Graduate Teaching: Does It Accommodate Adult Learning Theories?  

ERIC Educational Resources Information Center

Technology in higher education has exploded within the last decade, as educators become more knowledgeable about its uses and students become more demanding of access and convenience to teaching and learning. This article shares results of an exploratory study that determined graduate students' perceptions of podcasting access and utility in…

Luna, Gaye; Cullen, Deborah

2011-01-01

62

Utilizing Adult Learning Principles to Teach Gerontological Social Work Practice  

Microsoft Academic Search

Gerontological practice classes in a social work curriculum ought to reproduce the standards of good practice in the classroom. Adult learning theory is ideally suited to act as a vehicle for learning these practice concepts. This article describes a gerontological practice course for undergraduate social work majors. The course's heavy use of adult learning theory resulted in a course which

Gary S. Whitford

2002-01-01

63

Facilitating Adult Learning: The Role of the Academic Librarian  

Microsoft Academic Search

This paper considers the instructional role of the academic librarian and examines the contribution adult learning theory makes to the practice of teaching information literacy skills. It explores those principles of effective practice in facilitating adult learning which apply to the teaching—learning transactions in the library. It describes the aim of facilitation as one of encouraging self directed, empowered adults

C. Lyn Currie

2001-01-01

64

DISTANCE EDUCATION AND ADULT LEARNING: THE PROPER THEORIES MAKE QUITE A DIFFERENCE WHEN QUALITY IS THE ISSUE  

Microsoft Academic Search

This paper suggests that distance education will evolve as the adjusted solution to lifelong learning, an imposition of the information & communication age to individuals tuned in with current times and committed with the quality of their professional performances. And yet distance education is still considered a second-class-education complement to face-to-face education, and that adult learning, a novelty, is also

Maria Isabel Ferraz Rodriguez

65

The discipline of hospital development: a conceptual framework incorporating marketing, managerial, consumer behavior, and adult learning theories.  

PubMed

The purpose of this explanatory and prescriptive article is to identify interdisciplinary theories used by hospital development to direct its practice. The article explores, explains, and applies theories and principles from behavioral, social, and managerial disciplines. Learning, motivational, organizational, marketing, and attitudinal theories are incorporated and transformed into the fundamental components of a conceptual framework that provides an overview of the practice of hospital development. How this discipline incorporates these theories to design, explain, and prescribe the focus of its own practice is demonstrated. This interdisciplinary approach results in a framework for practice that is adaptable to changing social, cultural, economic, political, and technological environments. PMID:9510737

Shirley, S; Stampfl, R

1997-12-01

66

Technology-Assisted Adult Learning.  

ERIC Educational Resources Information Center

Describes the Alliance for Research and Development in Applied Learning Technology, an effort of the University of Minnesota and the Wilson Learning Corporation to promote cooperation in research, training, and development. The alliance sponsors projects that address questions on adult learning and technological applications facilitating adult

Carrier, Carol A.

1987-01-01

67

INDIVIDUAL MODELS OF ADULT LEARNING  

Microsoft Academic Search

This chapter introduces the use of Dynamic Concept Analysis, DCA, developed by the author (Chapter 1), in building conceptual models of adult-learning pro- cesses. The same learning situation may be experienced differently by different individuals. The aim of the paper is to show that not only is there a need to find general models of adult learning, there is also

Seppo Kontiainen

68

Service Learning and Older Adults.  

ERIC Educational Resources Information Center

Service learning has focused on elementary-secondary and higher education, but not older adults due to a lack of adult education program experience, resources, or interest. Programs such as Elderhostel, Senior Service Corps, Institutes for Learning in Retirement, and Life Options Centers show how elders can benefit from service learning. (Contains…

Lewis, Melinda

2002-01-01

69

Adult Learning and University Aviation Education  

Microsoft Academic Search

The current aviation arena involves highly complex, technically sophisticated aircraft operating in an increasingly dynamic\\u000a flight and navigation environment. In order for commercial aviation students to be prepared for careers as pilots, they must\\u000a undergo very comprehensive theoretical academic education. This study examines appropriate adult learning principles, learning\\u000a style theory, and cooperative and collaborative learning techniques, and then suggests an

Merrill Ron Karp

1998-01-01

70

Sociocultural Dynamics of ESL Learning (De)Motivation: An Activity Theory Analysis of Two Adult Korean Immigrants  

ERIC Educational Resources Information Center

This study examines the longitudinal trajectories of two Korean ESL immigrants' L2 learning motivation from an Activity Theory perspective. Two highly skilled immigrants participated in monthly semistructured interviews over a period of 10 months. The research questions are as follows: (1) How does the relationship between ESL learners and their…

Kim, Tae-Young

2011-01-01

71

Adult Learning Center Curriculum Activities.  

ERIC Educational Resources Information Center

These curriculum materials were collected from teachers in the Lehman College Adult Learning Center (New York). They include various activities and resources, such as a series of questions about the aims of teaching adults, a list of sources for adult basic education (ABE) materials, poems, and autobiographical materials. Teaching suggestions and…

City Univ. of New York, Bronx. Herbert H. Lehman Coll. Inst. for Literacy Studies.

72

"The Grand Experiment": Modeling Adult Learning with Adult-Ministry Students  

ERIC Educational Resources Information Center

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,…

Simmons, Laura K.

2007-01-01

73

A Theory of Effective Computer-Based Instruction for Adults  

Microsoft Academic Search

This study presents a theory of critical components that affect the effectiveness of computer-based instruction (CBI) for adults. The theory was developed to provide a framework for research to explain or predict effective learning by adults using a desktop computer. The five conclusions drawn from this theory are as follows: (a) the characteristics of self-directedness and computer self-efficacy of adult

Janis S. Lowe; Elwood F. Holton

2005-01-01

74

How Do We Learn?: Contributions of Learning Theory to Reference Service and Library Instruction  

Microsoft Academic Search

This article focuses on some major contributions from learning theory that impact how adults learn. Following an overview of two major learning theories—behavioral and cognitive theories—the authors discuss four factors that affect learning. These are attention, perception, memory, and contiguity and practice. Other topics presented include prior knowledge effect and transfer of knowledge problems. The article closes with five recommendations

Loriene Roy; Eric Novotny

2001-01-01

75

Travel and Adult Transformative Learning  

ERIC Educational Resources Information Center

This phenomenological research study examines the lived experience of individual adult transformation in the context of travel. Adults throughout history have experienced profound personal and perception changes as a result of significant travel events. Transformative learning occurs through experience, crisis, and reflection, all of which are…

Lindstrom, Steven K.

2011-01-01

76

Adult Learning in the Workplace.  

ERIC Educational Resources Information Center

This document contains four symposium papers on adult learning in the workplace. "The Relationship between Workplace Learning and Employee Satisfaction in Small Businesses" (Robert W. Rowden, Shamsuddin Ahmad) reports the results of a study of the nature and extent of HRD, level of job satisfaction among workers, and correlation between HRD…

1999

77

Adults with Learning Disabilities. Theoretical and Practical Perspectives.  

ERIC Educational Resources Information Center

This book contains 16 chapters dealing with services for adults with learning disabilities (LDs). "Adults with LDs" (Noel Gregg, Carolyn Phillips) questions whether the prevalent paradigm that advocates the self-contained individual is an obstacle to adults with LDs. "Paradigms" (Noel Gregg, Beth Ferri) describes theories that have contributed to…

Gregg, Noel, Ed.; And Others

78

Simulation and Adult Learning  

Microsoft Academic Search

Simulation has been embraced by the medical community as an important device for improving clinical training and patient safety. Practitioners of simulation, or “simulationists” use a recipe consisting of clinically important medical cases, lessons learned from other high-reliability organizations and industries, high-fidelity simulation manikins, realistic procedural task trainers, and a dash of theatre to create memorable learning experiences that can

Ernest Wang

79

Reviewing the Evidence on How Adult Students Learn: An Examination of Knowles' Model of Andragogy  

ERIC Educational Resources Information Center

While there may be similarities between adults and children in how they learn (such as language, interaction and communication), many writers argue that adult learners are different from child learners in a number of ways. This article aims to review how adults learn through examining one particular theory of adult learning. Two conflicting…

McGrath, Valerie

2009-01-01

80

Rethinking Adult Learning in the Workplace  

Microsoft Academic Search

The problem and the solution. Adult learning is a core concept in support of basic human resource development concepts, such as performance improvement, continuous quality improvement, knowledge management, organizational learning, change management, learning organizations, and a myriad of other initiatives. Yet adult learning is not understood very well. In spite of decades of research, adult educators and HRD practitioners still

Gary N. McLean

2006-01-01

81

Adult Learning Program Service (ALPS).  

ERIC Educational Resources Information Center

The Adult Learning Program Service (ALPS) aims to reach eight and a half million adults between ages 25 and 44 and teach them reading and math skills they can use at home and on the job. ALPS proposes to reach those who have never finished high school but do have at least a sixth-grade reading level. They could use their new skills to prepare for…

Carlisle, Robert

82

Workplace learning and learning theory  

Microsoft Academic Search

Recent years have seen significantly increased interest in learning at the workplace as partial or full compensation for vocationally-oriented education and training in schools and educational institutions. In this general enthusiasm, former scepticism about workplace learning would seem to be buried deep under layers of modern management slogans. However, the well-known limitations inherent in this learning framework cannot be talked

Knud Illeris

2003-01-01

83

Rhizoactivity: Toward a Postmodern Theory of Lifelong Learning  

ERIC Educational Resources Information Center

Although the loss of certainty in the age of postmodernism is questioning knowledge production in general, the emerging discourse of lifelong learning demands a different theory of adult learning in particular. This article aims to offer a conceptual tool for describing learning in adulthood in terms of postmodern and lifelong learning conditions.…

Kang, Dae Joong

2007-01-01

84

A Day at the SPA (Successful Practices of Andragogy): How to Use the ELCC Standards and Adult Learning Theory to Sustain a "Self-as-Principal" Voice in Principal Preparation Students  

ERIC Educational Resources Information Center

Principal preparation programs are designed to create and prepare effective school leaders. These programs pursue many pathways to achieve this goal. This study highlighted the significance of framing this pursuit around the Educational Leadership Council Standards (ELCC; Wilmore, 2002) and Malcolm Knowles' (1970) adult learning theory. In…

Hines, Mack T., III

2006-01-01

85

Overcoming Exclusion through Adult Learning.  

ERIC Educational Resources Information Center

Strategies for overcoming exclusion through adult learning were identified through case studies of 19 initiatives in the following countries: Belgium; Mexico; the Netherlands; Norway; Portugal; and the United Kingdom. The study programs involved a diverse array of formal, nonformal, and informal public sector, community, and enterprise-based…

Nash, Ian; Walshe, John

86

Zombies, Cyborgs, and other Labor Organizers: An Introduction to Representations of Adult Learning Theories and HRD in Popular Culture  

ERIC Educational Resources Information Center

Too often, educators, researchers, and practitioners in the fields of adult education and human resource development rely on traditional curricular materials and an academic body of knowledge for teaching, evaluating, and training adults. This assumes a coherent body of prior knowledge, assumptions, worldviews, and experiences in their students…

Wright, Robin Redmon

2013-01-01

87

Using Adult Learning Concepts To Assist Patients in Completing Advance Directives.  

ERIC Educational Resources Information Center

Advance directives that enable individuals to control their health care are underused due to lack of patient knowledge. Nurses can teach patients about them using adult learning principles, transformation theory, and skills for learning how to learn. (SK)

Meyer, Rose Mary

2000-01-01

88

Expanding the description of facilitators of adult learning: workplace facilitator teaching styles, theories of action, and perspectives of teaching .  

E-print Network

??This study identified espoused teaching modes and teaching perspectives for a sample of workplace learning facilitators. The difference between facilitator espoused teaching mode and learner… (more)

Robinson, Laura M.

2012-01-01

89

Facilitating Adult Learning Unit Preparation Materials and  

E-print Network

UNIT 2: Facilitating Adult Learning Unit Preparation Materials and Facilitator Guide #12; #12;Navigating for Success Facilitating Adult Learning f i Seven Steps of Planning - Facilitating Adult Learning is more effective for motivating learners to make changes in their lives. This unit is designed to help

90

Open to Interpretation: Multiple Intelligences Theory in Adult Literacy Education. Findings from the Adult Multiple Intelligences Study. NCSALL Reports.  

ERIC Educational Resources Information Center

The Adult Multiple Intelligences (AMI) Study investigated how multiple intelligences (MI) theory can support instruction and assessment in adult literacy education across different adult learning contexts. Two interwoven qualitative research projects focused on applying MI theory in practice. One involved 10 teacher-conducted and AMI…

Kallenbach, Silja; Viens, Julie

91

Understanding the Conditions of Adult Learning.  

ERIC Educational Resources Information Center

Discusses the essential characteristics of learning in the four main life stages: childhood, youth, adulthood, and mature adulthood. Itemizes the characteristics of adult learning and stresses the importance of life projects as a motivation for learning. (JOW)

Illeris, Knud

2002-01-01

92

Fundamentals of Adult Education: Issues and Practices for Lifelong Learning.  

ERIC Educational Resources Information Center

This document contains 20 papers on the fundamentals of adult education and foundations, practices, and issues for lifelong learning. The following papers are included: "The Metamorphoses of Andragogy" (James A. Draper); "Stages in the Development of Canadian Adult Education" (Gordon Selman); "Philosophical Considerations" (Mark Selman); "Theory

Poonwassie, Deo H., Ed.; Poonwassie, Anne, Ed.

93

Radicalizing Learning: Adult Education for a Just World  

ERIC Educational Resources Information Center

This book offers new readings of the theory, politics, policy, and practice of radical adult education and learning where people's lives are understood as complex and interrelated matters. Brookfield and Holst's poetics and deeply human prose sound rebellious; the authors confront some of the main radical trends in the field of adult education…

Brookfield, Stephen D.; Holst, John D.

2010-01-01

94

A Phenomenological Study of Learning Processes at Work: Confirming, Extending, and Challenging Holistic Learning Theory  

Microsoft Academic Search

Holistic learning theory (Yang, 2003) identified explicit, implicit, and emancipatory knowledge facets in learning. A phenomenological study of how participants' experienced interactions between knowledge facets showed the facets expressed, informed, changed, and guided one another. The complexity of learning and the role of spirituality in learning were explored. In adult education and human resource development literature, spirituality is discussed in

Suzanne J. Gallagher

95

Recruitment and Replacement of Hippocampal Neurons in Young and Adult Chickadees: An Addition to the Theory of Hippocampal Learning  

Microsoft Academic Search

We used [3H]thymidine to document the birth of neurons and their recruitment into the hippocampal complex (HC) of juvenile (4.5 months old) and adult blackcapped chickadees (Parus atricapillus) living in their natural surroundings. Birds received a single dose of [3H]thymidine in August and were recaptured and killed 6 weeks later, in early October. All brains were stained with Cresyl violet,

Anat Barnea; Fernando Nottebohm

1996-01-01

96

Geometrical methods in learning theory  

NASA Astrophysics Data System (ADS)

The methods of information theory provide natural approaches to learning algorithms in the case of stochastic formal neural networks. Most of the classical techniques are based on some extremization principle. A geometrical interpretation of the associated algorithms provides a powerful tool for understanding the learning process and its stability and offers a framework for discussing possible new learning rules. An illustration is given using sequential and parallel learning in the Boltzmann machine.

Burdet, G.; Combe, Ph.; Nencka, H.

2001-02-01

97

Training Practices and Learning Theories.  

ERIC Educational Resources Information Center

Three contrasting schools of learning theory are briefly described and then related to training methods. The methods are behaviorist, humanistic, and cognitivist. The author concludes with the thought that no one theory is right for all training activity, and if a particular theory works, use it. (CT)

Jones, Merrick

1979-01-01

98

Adult Learning and the Future of Work.  

ERIC Educational Resources Information Center

This book contains 15 papers: "Introduction" (Madhu Singh); "Adult Learning and the Transformation of Work" (Paul Belanger); "Future of Work and Adult Learning" (Ettore Gelpi); "The Obligation of Education in the Face of Globalisation" (Nicole Arnaud); "Lifelong Learning and Vocational Education and Training: A Teacher's and Trade Union View"…

Singh, Madhu, Ed.

99

Adult learning principles in designing learning activities for teacher development  

Microsoft Academic Search

The research reported in this paper is an investigation of the application of adult learning principles in designing learning activities for teachers’ life-long development. The exploration is illustrated by qualitative data from a case study of adult educators’ and adult learners’ insights and experiences of a teacher development course organised by a Greek university. Analysis focuses on the andragogical notion

Maria N. Gravani

2012-01-01

100

An Application of Knowles' Theories of Adult Education to an Undergraduate Interdisciplinary Studies Degree Program  

ERIC Educational Resources Information Center

Malcolm Knowles' theory of andragogy is best known in the world of adult education as a conceptualization of how and why adults learn. The following practice-based article that has applied Knowles' theories and precepts to an undergraduate program reflects on how those concepts work with people whom Knowles might well have not considered "adults."…

Harper, Lin; Ross, Jerry

2011-01-01

101

A Theory of "Havruta" Learning  

ERIC Educational Resources Information Center

Modern educational scholarship has not substantially investigated the learning practice of havruta, paired study and focused conversation around classical Jewish texts. In this article, the author analyzes videotapes and transcripts of real-life havruta interactions and proposes a theory of havruta learning as composed of three pairs of core…

Kent, Orit

2010-01-01

102

Learning Theory and Online Technologies  

ERIC Educational Resources Information Center

"Learning Theory and Online Technologies" offers a powerful overview of the current state of elearning, a foundation of its historical roots and growth, and a framework for distinguishing among the major approaches to elearning. It effectively addresses pedagogy (how to design an effective online environment for learning), evaluation (how to know…

Harasim, Linda

2011-01-01

103

Supporting and Developing Adult Learning: Planning for Learning.  

ERIC Educational Resources Information Center

Planning for adult learning necessitates (1) identifying learner needs; (2) specifying aims and objectives; (3) rethinking content from learners' point of view; and (4) consulting and negotiating with adult students. (SK)

Daines, John; Graham, Brian

1992-01-01

104

Psychology and Adult Learning. Second Edition.  

ERIC Educational Resources Information Center

This book provides a critical account of the psychological theories that have informed contemporary adult education theory and practice. Chapter 1 discusses the importance of balancing description, critique, and comments on each theory's influence on adult education and the need to understand psychological development throughout the life span. The…

Tennant, Mark

105

Facilitating Adult Learning Navigating for Success Training Day Record  

E-print Network

for Success Facilitating Adult Learning Task 3A ­ Learning Styles BINGO Learning Styles BINGO! Find peopleUNIT 2: Facilitating Adult Learning Unit Tools #12;Navigating for Success Training Day Record Unit for Success Facilitating Adult Learning Task 2B & 2C ­ Six Principles of Adult Learning Six Principles

106

The Influence of the Openness of an E-Learning Situation on Adult Students' Self-  

E-print Network

The Influence of the Openness of an E-Learning Situation on Adult Students' Self- Regulation l sis Influence of the Openness of an E-Learning Situation on Adult Students' Self-Regulation Jézégou Vol 14 Framework For nearly 50 years, the theory of self-directed learning has been the subject of much r

Paris-Sud XI, Université de

107

Adult Education: Resource Guide and Learning Standards.  

ERIC Educational Resources Information Center

This guide is designed to link New York's learning standards with curriculum goals and objectives developed by adult education (AE) practitioners. It includes learning standards for English language arts (ELA) and mathematics, two areas identified by AE practitioners as the most important for beginning adult learners. Also provided are curriculum…

Hudson River Center for Program Development, Glenmont, NY.

108

Physical Criteria for Adult Learning Environments.  

ERIC Educational Resources Information Center

The development of learning environments especially for adults has been neglected and research in planning such environments is fragmented and minimal. There is general agreement that facilities for adults should have an aura of adulthood to contribute to an adult's feeling of ease, confidence, and capability; that they should be flexible in room…

White, Sally

109

Drosophila adult olfactory shock learning.  

PubMed

Drosophila have been used in classical conditioning experiments for over 40 years, thus greatly facilitating our understanding of memory, including the elucidation of the molecular mechanisms involved in cognitive diseases. Learning and memory can be assayed in larvae to study the effect of neurodevelopmental genes and in flies to measure the contribution of adult plasticity genes. Furthermore, the short lifespan of Drosophila facilitates the analysis of genes mediating age-related memory impairment. The availability of many inducible promoters that subdivide the Drosophila nervous system makes it possible to determine when and where a gene of interest is required for normal memory as well as relay of different aspects of the reinforcement signal. Studying memory in adult Drosophila allows for a detailed analysis of the behavior and circuitry involved and a measurement of long-term memory. The length of the adult stage accommodates longer-term genetic, behavioral, dietary and pharmacological manipulations of memory, in addition to determining the effect of aging and neurodegenerative disease on memory. Classical conditioning is induced by the simultaneous presentation of a neutral odor cue (conditioned stimulus, CS(+)) and a reinforcement stimulus, e.g., an electric shock or sucrose, (unconditioned stimulus, US), that become associated with one another by the animal. A second conditioned stimulus (CS(-)) is subsequently presented without the US. During the testing phase, Drosophila are simultaneously presented with CS+ and CS- odors. After the Drosophila are provided time to choose between the odors, the distribution of the animals is recorded. This procedure allows associative aversive or appetitive conditioning to be reliably measured without a bias introduced by the innate preference for either of the conditioned stimuli. Various control experiments are also performed to test whether all genotypes respond normally to odor and reinforcement alone. PMID:25145496

Malik, Bilal R; Hodge, James J L

2014-01-01

110

The Care Programme Approach and adult learning  

Microsoft Academic Search

There is general consensus that taking up adult learning is good for mental health. For people experiencing mental health difficulties, taking up learning enhances social inclusion. Learning helps people gain new skills, become more employable, meet new people and grow in confidence. It can also be an exhilarating experience that aids the recovery process. So why are so many people

Caroline Law

2009-01-01

111

Learning theories made easy: cognitivism.  

PubMed

This is the second of three articles explaining theories of learning with particular relevance to clinical areas. In the story so far, the Director of Nurse Education at the St Elsewhere Academy of Nursing is trying to create the ultimate programme of nursing education. In order to ensure that the very highest standards of teaching and learning are achieved, the DNE has decided to employ a theorist of learning. Last week she interviewed the candidate representing the school of behaviourism. This week, the candidate from the school of congnitivism makes his presentation. PMID:7766519

McKenna, G

112

High School Students' Implicit Theories of What Facilitates Science Learning  

ERIC Educational Resources Information Center

Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high…

Parsons, Eileen Carlton; Miles, Rhea; Petersen, Michael

2011-01-01

113

Learning a Theory of Causality  

ERIC Educational Resources Information Center

The very early appearance of abstract knowledge is often taken as evidence for innateness. We explore the relative learning speeds of abstract and specific knowledge within a Bayesian framework and the role for innate structure. We focus on knowledge about causality, seen as a domain-general intuitive theory, and ask whether this knowledge can be…

Goodman, Noah D.; Ullman, Tomer D.; Tenenbaum, Joshua B.

2011-01-01

114

Practice Theory in Language Learning  

ERIC Educational Resources Information Center

Ortega (2011) has argued that second language acquisition is stronger and better after the social turn. Of the post-cognitive approaches she reviews, several focus on the social context of language learning rather than on language as the central phenomenon. In this article, we present Practice Theory not as yet another approach to language…

Young, Richard F.; Astarita, Alice C.

2013-01-01

115

Learning Theory and Epistemology Kevin T. Kelly  

E-print Network

Learning Theory and Epistemology Kevin T. Kelly Department of Philosophy Carnegie Mellon University September 24, 2001 1 INTRODUCTION Learning is the acquisition of new knowledge and skills. It spans a range theories that extend past experience. Learning is not restricted to humans: machines and animals can learn

Andrews, Peter B.

116

Statistical learning of novel graphotactic constraints in children and adults.  

PubMed

The current study explored statistical learning processes in the acquisition of orthographic knowledge in school-aged children and skilled adults. Learning of novel graphotactic constraints on the position and context of letter distributions was induced by means of a two-phase learning task adapted from Onishi, Chambers, and Fisher (Cognition, 83 (2002) B13-B23). Following incidental exposure to pattern-embedding stimuli in Phase 1, participants' learning generalization was tested in Phase 2 with legality judgments about novel conforming/nonconforming word-like strings. Test phase performance was above chance, suggesting that both types of constraints were reliably learned even after relatively brief exposure. As hypothesized, signal detection theory d' analyses confirmed that learning permissible letter positions (d'=0.97) was easier than permissible neighboring letter contexts (d'=0.19). Adults were more accurate than children in all but a strict analysis of the contextual constraints condition. Consistent with the statistical learning perspective in literacy, our results suggest that statistical learning mechanisms contribute to children's and adults' acquisition of knowledge about graphotactic constraints similar to those existing in their orthography. PMID:24495840

Samara, Anna; Caravolas, Markéta

2014-05-01

117

TRANSFORMATIVE LEARNING THEORY: LEARNING BY TRANSFORMING AND CHANGING  

Microsoft Academic Search

In this manuscript, Mezirow’s transformative learning theory is studied. In this context, the definition, dimensions of transformative learning, the roles of teachers and learners in transformative learning and its curricular scopes are analyzed. In the study held as analyses of the literature, the following results are reached: Transformative learning theory is formed with a synthesis of critical reflection and hermeneutics.

Burhan Akpinar

2010-01-01

118

Paychecks. An Adult Competency Education Learning Module.  

ERIC Educational Resources Information Center

This instructional unit on paychecks is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with reading levels of 4.0-7.5. It is self-contained and designed for immediate classroom use. Each module is a complete instructional package, including Adult Performance Level…

Wallace, Virginia

119

Budgets. An Adult Competency Education Learning Module.  

ERIC Educational Resources Information Center

This instructional unit on budgets is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with reading levels of 4.0-7.5. It is self-contained and designed for immediate classroom use. Each module is a complete instructional package, including Adult Performance Level…

Wallace, Virginia

120

Shopping. An Adult Competency Education Learning Module.  

ERIC Educational Resources Information Center

This instructional unit on shopping is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with reading levels of 4.0-7.5. It is self-contained and designed for immediate classroom use. Each module is a complete instructional package, including Adult Performance Level…

Wallace, Virginia

121

Housing. An Adult Competency Education Learning Module.  

ERIC Educational Resources Information Center

This instructional unit on housing is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with reading levels of 4.0-7.5. It is self-contained and designed for immediate classroom use. Each module is a complete instructional package, including Adult Performance Level…

Wallace, Virginia

122

Adult Learning and Learners. PREL Briefing Paper.  

ERIC Educational Resources Information Center

A survey of literature on adult learning and learners conducted for Palau Community College (PCC), Koror, Palau, found a lack of literature specific to the United States-affiliated Pacific region. Background information was compiled on development of formal education in Palau. A survey was administered in fall 2001 to adult learners working toward…

Timarong, Alvina; Temaungil, Marianne; Sukrad, Wilma

123

Sharp Fall in Adult Participation in Learning.  

ERIC Educational Resources Information Center

A 2003 survey shows that adult participation in learning, which steadily increased in Britain since 1996, declined to 39% from a peak of 46% in 2001, although future intentions to participate remain high. Results indicate that 87% of adults over 65 and 75% in the lowest socioeconomic levels have not participated in the last 3 years. (SK)

Tuckett, Alan; Aldridge, Fiona

2003-01-01

124

Facilitating Adult Learning Participant Materials for Notebook  

E-print Network

. With the group at your table list ways that warm-ups will be important in your work with participants. Who. This unit is designed to help nutrition educators become more skilled in working with adult learners to make in Facilitating Adult Learning, you will have: · Participated in and analyzed outcomes of a warm-up. · Sorted

125

Adult Learning, Education, and the Environment  

ERIC Educational Resources Information Center

The environment is now a common theme in adult education. However, conversations that swirled around the United Nations Conference on Sustainable Development (Rio+20) in June 2012 suggested major environmental challenges persist, demanding that education, learning, advocacy and activism be augmented to ensure the survival of the planet. In adult

Clover, Darlene E.; Hill, Robert

2013-01-01

126

Incidental Learning of Aging Adults Via Television  

Microsoft Academic Search

The purpose of this study was to research the extent of incidental learning by aging adults through casual television viewing. Seventy-nine aging adults participated in viewing a commercially prepared television documentary in an informal setting. Cued-recall tests were given immediately after the program and again one week later (to 55 participants) to determine the proportion of recall of main and

Laura C. Stokes; Mary L. Pankowski

1988-01-01

127

Salvaging the Self in Adult Learning  

ERIC Educational Resources Information Center

This paper stems from a dialogue on the subjects of learning and learners: one forged out of experiences in research and teaching, and the application of psychodynamic insights, developmental psychology and recent work in the neurosciences, to thinking about adult learning and subjectivity. We argue that some notion of the self needs to be…

Hunt, Celia; West, Linden

2009-01-01

128

Actors vs. Animation for Adult Learning ?  

Microsoft Academic Search

While computer based training has been around for decades, the marriage of games and education is not so old. Given that education often focuses on the learning of children and children love playing games, the marriage is destined to last. What is not so clear is whether playing games is suited to adult learning. Our focus is on workplace training

Debbie Richards; Jason Barles

129

Context-based Adult Learning.  

ERIC Educational Resources Information Center

Explains the importance of understanding the centrality of social context to learning. Describes forms of situated learning in practice: cognitive apprenticeships and communities of practice. (Contains 28 references.) (SK)

Hansman, Catherine A.

2001-01-01

130

Underpinnings of adult learning in formal teacher professional development in Cyprus  

Microsoft Academic Search

Despite controversy in the literature, the present article assumes that the adult learning theory provides a powerful framework for evaluating training practices. This study explores the degree to which adult learning traits are embedded in optional seminars, the primary form of formal in?service teacher training in Cyprus and a traditional, structural approach towards teacher development. A quantitative research design is

Yiasemina Karagiorgi; Chrystalla Kalogirou; Valentina Theodosiou; Maria Theophanous; Panagiota Kendeou

2008-01-01

131

The Three-Part Harmony of Adult Learning, Critical Thinking, and Decision-Making  

ERIC Educational Resources Information Center

Adult learning, critical thinking, and decision-making are fields that receive attention individually, although they are interspersed with elements of each other's theories and philosophies. In addressing adult learning precepts, it is essential to include critical thinking and decision-making. One without the other creates weakness; all must be…

Moore, Kyle

2010-01-01

132

Adult Learning Principles and Presentation Pearls  

PubMed Central

Although lectures are one of the most common methods of knowledge transfer in medicine, their effectiveness has been questioned. Passive formats, lack of relevance and disconnection from the student's needs are some of the arguments supporting this apparent lack of efficacy. However, many authors have suggested that applying adult learning principles (i.e., relevance, congruence with student's needs, interactivity, connection to student's previous knowledge and experience) to this method increases learning by lectures and the effectiveness of lectures. This paper presents recommendations for applying adult learning principles during planning, creation and development of lectures to make them more effective. PMID:24791101

Palis, Ana G.; Quiros, Peter A.

2014-01-01

133

Towards a Theory of Mobile Learning  

Microsoft Academic Search

A first step in postulating a theory of mobile learning is to distinguish what is special about mobile learning compared to other types of learning activity. An obvious, yet essential, difference is that it starts from the assumption that learners are continually on the move. We learn across space as we take ideas and learning resources gained in one location

Mike Sharples; Josie Taylor; Giasemi Vavoula

134

Statistical Learning Theory Machine Learning Summer School, Kyoto, Japan  

E-print Network

Selection Sequential Prediction / Online Learning Motivation Supervised Learning Online Convex and LinearStatistical Learning Theory Machine Learning Summer School, Kyoto, Japan Alexander (Sasha) Rakhlin University of Pennsylvania, The Wharton School Penn Research in Machine Learning (PRiML) August 27-28, 2012 1

Rakhlin, Alexander "Sasha"

135

Verbal and novel multisensory associative learning in adults  

PubMed Central

To date, few studies have focused on the behavioural differences between the learning of multisensory auditory-visual and intra-modal associations. More specifically, the relative benefits of novel auditory-visual and verbal-visual associations for learning have not been directly compared. In Experiment 1, 20 adult volunteers completed three paired associate learning tasks: non-verbal novel auditory-visual (novel-AV), verbal-visual (verbal-AV; using pseudowords), and visual-visual (shape-VV). Participants were directed to make a motor response to matching novel and arbitrarily related stimulus pairs. Feedback was provided to facilitate trial and error learning. The results of Signal Detection Theory analyses suggested a multisensory enhancement of learning, with significantly higher discriminability measures (d-prime) in both the novel-AV and verbal-AV tasks than the shape-VV task. Motor reaction times were also significantly faster during the verbal-AV task than during the non-verbal learning tasks.  Experiment 2 (n = 12) used a forced-choice discrimination paradigm to assess whether a difference in unisensory stimulus discriminability could account for the learning trends in Experiment 1. Participants were significantly slower at discriminating unisensory pseudowords than the novel sounds and visual shapes, which was notable given that these stimuli produced superior learning. Together the findings suggest that verbal information has an added enhancing effect on multisensory associative learning in adults PMID:24627770

Crewther, Sheila G

2013-01-01

136

E-Learning Implications for Adult Learning  

ERIC Educational Resources Information Center

If a few decades ago, "the education received in school could be in most of the cases enough to go with for the rest of one's entire life," today the situation has changed dramatically. The individual has to be prepared for a new type of life and training, namely lifelong learning. The individual's survival in society could…

Criu, Roxana; Ceobanu, Ciprian

2013-01-01

137

Critical Race Theory and Adult Education  

ERIC Educational Resources Information Center

Critical race theory (CRT) was developed to examine the persistence of racism. This literature review attempts to understand CRT as it has been applied in related fields such as higher education and possible reasons for its limited application in adult education theorizing about race and racism. This analysis of CRT is framed against a backdrop of…

Closson, Rosemary B.

2010-01-01

138

A Beautiful Metaphor: Transformative Learning Theory  

ERIC Educational Resources Information Center

This article presents a critique of both transformative learning theory and critical comments on it to date. It argues that transformative learning theory remains substantively the same as its initial exposition, in spite of a raft of problematic contentions voiced against it. The theory is argued here to be conceptually problematic, except at the…

Howie, Peter; Bagnall, Richard

2013-01-01

139

THEORY OF CONFORMIST SOCIAL LEARNING Kimmo Eriksson  

E-print Network

THEORY OF CONFORMIST SOCIAL LEARNING Kimmo Eriksson School of Education, Culture and Communication Bias Definition Within theories of animal behavior and cultural evolution, social learning or social of cultural variants among social learners will not change in any systematic way. Theories of conformist

140

The Snygg-Combs Phenomenological Theory of Perception and Its Implications for Adult Education Theory and Practice.  

ERIC Educational Resources Information Center

The Snygg-Combs theory of perception was examined as to its utility in subsuming and explaining the interaction of common elements found among variables in adult teaching and learning situations. Answers were sought to 15 questions regarding the origins, essential characteristics, criticisms, and methodologies of the theory; its philosophical…

Russell, John Tennyson

141

Collaborative Inquiry for Adult Learning.  

ERIC Educational Resources Information Center

Collaborative inquiry is an effective strategy for facilitating experiential learning through the use of peer participation, multiple ways of knowing, and systematic validity processes for meaning making. (Contains 21 references.) (SK)

Kasl, Elizabeth; Yorks, Lyle

2002-01-01

142

ADULT NUMERACY AND NEW LEARNING TECHNOLOGIES  

Microsoft Academic Search

In the adoption of new learning technologies (e.g., online, CD-ROMS) as alternative means of delivery for adult numeracy, high quality educational products, informed by a well-founded research base, are essential to benefit the individual student, and tutors\\/trainers (if any). Given that concept of adult numeracy itself is ill-defined and under-theorised in Australia, and that there are no entry standards for

Gail E. FitzSimons

143

Theories of Learning for the Workplace: Building Blocks for Training and Professional Development Programs. Routledge Psychology in Education  

ERIC Educational Resources Information Center

Workplace and professional learning, lifelong learning, adult learning, learning in different contexts have become of more and more interest and now dominate all aspects of 21st century life. Learning is no longer about "storing and recall" but "development and flow". "Theories of Learning in the Workplace" offers fascinating overviews into some…

Dochy, Filip; Gijbels, David; Segers, Mien; Van den Bossche, Piet

2011-01-01

144

Boosting Adult Learning. Working Brief.  

ERIC Educational Resources Information Center

Too many of Britain's workforce lack the skills needed for a knowledge-based economy. To remedy this will require the commitment, in time and resources, of individuals, employers, the education and training infrastructure and the state. Adults with the lowest qualifications have the least access to employer-funded training, especially in small…

Boyer, David

145

Learning careers and the social space: exploring the fragile identities of adult returners in the new further education  

Microsoft Academic Search

This paper examines the concept of 'learning careers' as a way of understanding the processes through which adults return to education. It particularly considers the ways in which adults from groups who are at risk of social exclusion develop identities that enable them to engage with learning. The concept of learning careers is derived from symbolic interactionist theory, with its

Jim Gallacher; Beth Crossan; John Field; Barbara Merrill

2002-01-01

146

Adult Numeracy Development: Theory, Research, Practice. Series on Literacy: Research, Policy, and Practice.  

ERIC Educational Resources Information Center

This book contains 16 papers on the theory, research, and practice of adult numeracy development. The following papers are included: "The Numeracy Challenge" (Iddo Gal); "Numeracy, Mathematics, and Adult Learning" (Diane Coben); "Building a Problem-Solving Environment for Teaching Mathematics" (Peter Kloosterman, Bin Hassan Mohamad-Ali, Lynda R.…

Gal, Iddo, Ed.

147

A Needs Assessment for Learning Disabled Adults.  

ERIC Educational Resources Information Center

A needs assessment was conducted with clients of the Rehabilitation Center for Brain Dysfunction (Irvine, California) and other local populations of learning-disabled adults. This report discusses the background of the problem addressed by the needs assessment, presents the results of an in-depth analysis of the responses to the survey instrument,…

Clitheroe, H. C.; And Others

148

Discovering Clues for Facilitating Relevant Adult Learning.  

ERIC Educational Resources Information Center

A study was conducted in Spokane, Washington, to determine motivational factors and preferred conditions that would encourage adults to participate in learning activities. Interviews were conducted with 600 randomly selected households (89 percent success rate) distributed across the age, educational attainment, occupational, and socioeconomic…

Young, Raymond J.

149

Student Problems. Adult Literacy Independent Learning Packet.  

ERIC Educational Resources Information Center

This independent learning packet, which is designed for administrators, teachers, counselors, and tutors in Pennsylvania's Region 7 Tri-Valley Literacy Staff Development area as well as for their adult students, examines the following seven problems encountered by students: the job market, child care, single parenting/parenting skills, divorce,…

Koefer, Ann M.

150

Semantic Mapping in the Adult Learning Center.  

ERIC Educational Resources Information Center

Semantic mapping, which involves the application of vocabulary meanings, increases cognitive processing, and develops the cognitive structure, is recommended for use with literacy students in adult learning centers. Semantic mapping can be used as a prereading or prewriting stimulus, or as a postreading check of comprehension. Also, developing…

Ward, Annita Marie

151

The Learning Needs of Older Adults.  

ERIC Educational Resources Information Center

Interviews with 17 older adults about learning needs and barriers resulted in a questionnaire completed by 160 elders. Most important needs were associated with transportation, health, and safety. Physical disabilities were the chief barrier. They felt most confident addressing health, safety, leisure, and transportation needs but not…

Purdie, Nola; Boulton-Lewis, Gillian

2003-01-01

152

Since Levinson: View of Life Cycle Theory and Adult Education.  

ERIC Educational Resources Information Center

Presents the fundamentals of Levinson's theory of adult development, which posits age-specific periods that are claimed to be universal. Examines the claim in relation to studies of women's and cross-cultural adult development. Recommends ways that adult development theory should affect the practice of adult education. (Author/JOW)

Eastmond, Daniel V.

1991-01-01

153

Active-Passive-Intuitive Learning Theory: A Unified Theory of Learning and Development  

ERIC Educational Resources Information Center

This paper addresses many theories of learning and human development which are very similar with regards as to how they suggest learning occurs. The differences in most of the theories exist in how they treat the development of the learner compared to methods of teaching. Most of the major learning theories taught to educators today are based on…

Sigette, Tyson

2009-01-01

154

Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches  

ERIC Educational Resources Information Center

As adult learners and educators pioneer the use of technology in the new century, attention has been focused on developing strategic approaches to effectively integrate adult learning and technology in different learning environments. "Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches" provides innovative…

Wang, Victor C. X.

2010-01-01

155

Adult Learning in Health and Safety: Some Issues and Approaches.  

ERIC Educational Resources Information Center

This document, which was developed for presentation at a seminar on adult learning and safety, examines approaches to occupational safety and health (OSH) learning/training in the workplace. Section 1 examines selected factors affecting adults' learning in workplace OSH programs. The principal dimensions along which individual adult learners will…

O Fathaigh, Mairtin

156

Managing Community Projects for Change. NIACE Lifelines in Adult Learning.  

ERIC Educational Resources Information Center

This document presents practical advice to help managers of adult learning projects in communities across the United Kingdom manage their community projects for change. The following topics are discussed in sections 1-12: (1) the benefits of adult learning projects; (2) characteristics of adult learning projects and quality assurance mechanisms;…

Eldred, Jan

157

Adult learning disabilities screening using an internet-administered instrument  

E-print Network

The article validates an Internet-administered version of Adult Learning Disabilities Screening (ALDS), e-ALDS, by comparing 122 adult education participants who completed the ALDS in paper-and-pencil vs. Internet formats. Adults with undiagnosed...

Lancaster, Sean; Mellard, Daryl

2005-09-01

158

Discrimination learning theory: Uniprocess vs. duoprocess  

Microsoft Academic Search

Learning-set technique was used to test the operation of one vs. two processes in discrimination learning and to note any relevance to Spence's theory of discrimination theory. 8 monkeys were presented with 3 problems of each of the following 4 kinds: 1 object rewarded and not rewarded, 2 objects rewarded and not rewarded for 30 days giving a total of

Harry F. Harlow; Leslie H. Hicks

1957-01-01

159

Learning Theory Applied to the Biology Classroom.  

ERIC Educational Resources Information Center

The material presented in this article is intended to help students learn how to learn. The seven key concepts of David Ausubel's assimilation theory for cognitive learning are discussed with reference to the classroom. Concept mapping is suggested as a tool for demonstrating how the seven key concepts function. (SA)

Novak, Joseph D.

1980-01-01

160

Linking Cognitive Learning Theory to Instructional Prescriptions.  

ERIC Educational Resources Information Center

Presents a model of instructional design which links cognitive learning theory and instructional prescriptions. Topics discussed include knowledge types and knowledge acquisition; memory system components; learning time; learning objectives, including skills, cognitive strategies, and creative processes; instructional methods that relate to…

Tennyson, Robert D.; Rasch, Mariana

1988-01-01

161

Online Collaborative Learning: Theory and Practice  

ERIC Educational Resources Information Center

"Online Collaborative Learning: Theory and Practice" provides a resource for researchers and practitioners in the area of online collaborative learning (also known as CSCL, computer-supported collaborative learning), particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both…

Roberts, Tim, Ed.

2004-01-01

162

Fitting Veterinary Continuing Education to Adult Learning Characteristics  

ERIC Educational Resources Information Center

Mandatory continuing education forces veterinarians to attend educational programs but not to learn. Acceptance of veterinarians as typical adults and a knowledge of adult learning characteristics are need to maximize learning effectiveness for the casual as well as the eager learning participant. (Author/LBH)

Tuttle, Jack L.

1977-01-01

163

Braided Stories and Bricolaged Symbols: Critical Reflection and Transformative Learning Theory for Teachers  

ERIC Educational Resources Information Center

In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their countries of…

Brigham, Susan Mary

2011-01-01

164

Patterns as a paradigm for theory in community-based learning  

E-print Network

Patterns as a paradigm for theory in community-based learning John M. Carroll & Umer Farooq, USA e-mail: jcarroll@ist.psu.edu #12;Introduction Most adult learning occurs in informal contexts 2007 # International Society of the Learning Sciences, Inc.; Springer Science + Business Media, LLC

Carroll, John M.

165

Theories and Methods for Research on Informal Learning and Work: Towards Cross-Fertilization  

ERIC Educational Resources Information Center

The topic of informal learning and work has quickly become a staple in contemporary work and adult learning research internationally. The narrow conceptualization of work is briefly challenged before the article turns to a review of the historical origins as well as contemporary theories and methods involved in researching informal learning and…

Sawchuk, Peter H.

2008-01-01

166

Experiential learning: transforming theory into practice.  

PubMed

Whilst much is debated about the importance of experiential learning in curriculum development, the concept only becomes effective if it is applied in an appropriate way. We believe that this effectiveness is directly related to a sound understanding of the theory, supporting the learning. The purpose of this article is to introduce readers to the theories underpinning experiential learning, which are then expanded further in an AMEE Guide, which considers the theoretical basis of experiential learning from a social learning, constructionist perspective and applies it to three stages of medical education: early workplace experience, clerkships and residency. This article argues for the importance and relevance of experiential learning and addresses questions that are commonly asked about it. First, we answer the questions 'what is experiential learning?' and 'how does it relate to social learning theory?' to orientate readers to the principles on which our arguments are based. Then, we consider why those ideas (theories) are relevant to educators--ranging from those with responsibilities for curriculum design to 'hands-on' teachers and workplace supervisors. The remainder of this article discusses how experiential learning theories and a socio-cultural perspective can be applied in practice. We hope that this will give readers a taste for our more detailed AMEE Guide and the further reading recommended at the end of it. PMID:22288996

Yardley, Sarah; Teunissen, Pim W; Dornan, Tim

2012-01-01

167

Improving adult learning and professional development in a post-conflict area: The case of Cambodia  

Microsoft Academic Search

All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted

Jan B. Y. Berkvens; Maya Kalyanpur; Wilmad Kuiper; Jan Van den Akker

168

The Studio Experience at the University of Georgia: An Example of Constructionist Learning for Adults  

ERIC Educational Resources Information Center

The Studio curriculum in the Learning, Design, and Technology (formerly Instructional Technology) program at a large research-extensive university in the southeastern U.S. represents a deliberate application of contemporary theory of how adults learn complex information in ill-structured domains. The Studio curriculum, part of a graduate program…

Clinton, Gregory; Rieber, Lloyd P.

2010-01-01

169

Adults' Learning Motivation: Expectancy of Success, Value, and the Role of Affective Memories  

ERIC Educational Resources Information Center

The present study tested the applicability of expectancy-value theory to adults' learning motivation. Motivation was measured as the anticipated reaction (AR) of German students (N = 300) to receiving their instructions in English as a new learning opportunity. We used structural equation modeling to test our hypotheses. Expectancies of success…

Gorges, Julia; Kandler, Christian

2012-01-01

170

Motivational Challenges of Adult Learners in Self-Directed E-Learning  

ERIC Educational Resources Information Center

Learner motivation is a key to effective instruction and is critical to creating a successful online learning environment; yet, there is a paucity of theory and empirical research on how to create a motivating online learning environment. The purpose of the present study was to explore and describe the experiences of adult learners in a…

Kim, Kyong-Jee

2009-01-01

171

The Impact of Team-Based Learning's Readiness Assurance Process on Virtually Isolated Adults  

ERIC Educational Resources Information Center

The purpose of this study was to test the effectiveness of the readiness assurance process of team-based learning (TBL) in virtually isolated settings. Many Internet sites offer courses for adults to use on their own without access to mentors or other learners. However, educational theory suggests that people learn better with others than by…

Barclay, Matthew W.

2011-01-01

172

Constructivism, the so-called semantic learning theories, and situated cognition versus the psychological learning theories.  

PubMed

In this paper, the perspective of situated cognition, which gave rise both to the pragmatic theories and the so-called semantic theories of learning and has probably become the most representative standpoint of constructivism, is examined. We consider the claim of situated cognition to provide alternative explanations of the learning phenomenon to those of psychology and, especially, to those of the symbolic perspective, currently predominant in cognitive psychology. The level of analysis of situated cognition (i.e., global interactive systems) is considered an inappropriate approach to the problem of learning. From our analysis, it is concluded that the pragmatic theories and the so-called semantic theories of learning which originated in situated cognition can hardly be considered alternatives to the psychological learning theories, and they are unlikely to add anything of interest to the learning theory or to contribute to the improvement of our knowledge about the learning phenomenon. PMID:16255385

Aparicio, Juan José; Rodríguez Moneo, María

2005-11-01

173

Toward a Meta-Theory of Learning and Performance  

ERIC Educational Resources Information Center

This purpose of this paper is to identify implications of various learning theories for workplace learning and performance and HRD. It begins with a review of various theoretical positions on learning including behaviorism, Gestalt theory, cognitive theory, schema theory, connectionist theory, social learning or behavior modeling, social…

Russ-Eft, Darlene

2004-01-01

174

"Learning to Work" in Small Businesses: Learning and Training for Young Adults with Learning Disabilities  

ERIC Educational Resources Information Center

Purpose: The paper alerts small business employers to new dictates of the Disability Discrimination Act (2005) as it applies to learning disabilities. Then the "Learning to Work" project featured in the paper offers small business employers a set of approaches and methods for the identification of a learning-disabled young adult candidate's…

Ruggeri-Stevens, Geoff; Goodwin, Susan

2007-01-01

175

Project Upgrade. Working with Adults Who Have Learning Disabilities.  

ERIC Educational Resources Information Center

This document is designed to help adult educators understand and meet the needs of adults with learning disabilities (ALDs). A research-substantiated rationale for remedial instruction for ALDs is presented in the introduction. Selected terms are defined, and common characteristics of ALDs are examined. Basic assumptions regarding adult learning

Manhattan Adult Learning and Resource Center, KS.

176

Motivation to Learn among Older Adults in Taiwan  

ERIC Educational Resources Information Center

This study analyzed the survey on adults administered by the Ministry of Education in Taiwan in 2008, and logistic regression analysis showed a close relationship between learning motivations of older adults. The finding revealed that the higher age or the lower education attainment of older adults, the lower their learning motivation. The…

Chang, Dian-Fu; Lin, Sung-Po

2011-01-01

177

Actors vs. Animation for Adult Learning ? Debbie Richards  

E-print Network

, the marriage is destined to last. What is not so clear is whether playing games is suited to adult learningActors vs. Animation for Adult Learning ? Debbie Richards Human Centred Systems Group Computing. Our focus is on workplace training of adults to allow them to experience certain situations rather

Richards, Debbie

178

Book Review: Facing Learning Disabilities in the Adult Years.  

ERIC Educational Resources Information Center

This article reviews "Facing Learning Disabilities in the Adult Years" by Joan Shapiro and Rebecca Rich, a book that discusses the definitions, causes, and characteristics of learning disabilities as well as many interventions for successful adult adjustment. The information is aimed at helping families and professionals, as well as the adults

Alber, Sheila R.; Foil, Carolyn R.

2001-01-01

179

Metacognitive Training at Home: Does It Improve Older AdultsLearning?  

Microsoft Academic Search

Background: Previous research has described the success of an intervention aimed at improving older adults’ ability to regulate their learning. This metacognitive approach involves teaching older adults to allocate their study time more efficiently by testing themselves and restudying items that are less well learned. Objective: Although this type of memory intervention has shown promise, training older adults to test

Heather Bailey; John Dunlosky; Christopher Hertzog

2010-01-01

180

Measuring Student Learning With Item Response Theory  

E-print Network

We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory ...

Lee, Young-Jin

181

Effects of Negative and Positive Evidence on Adult Word Learning  

ERIC Educational Resources Information Center

This study compared negative and positive evidence in adult word learning, predicting that adults would learn more forms following negative evidence. Ninety-two native English speakers (32 men and 60 women [M[subscript age] = 20.38 years, SD = 2.80]), learned nonsense nouns and verbs provided within English frames. Later, participants produced…

Strapp, Chehalis M.; Helmick, Augusta L.; Tonkovich, Hayley M.; Bleakney, Dana M.

2011-01-01

182

Complex Learning Preferences and Strategies of Older Adults  

ERIC Educational Resources Information Center

The research reported in this study concerns older adults from Australia who voluntarily chose to learn the craft of woodturning. The paper examines the literature of adult learning under the themes of presage factors, the learning environment, instructional methods, and techniques for facilitators. The paper then reports on the analysis of two…

Delahaye, Brian L.; Ehrich, Lisa C.

2008-01-01

183

Adult Learning in Cohort Groups. Practice Application Brief No. 24.  

ERIC Educational Resources Information Center

A form of group learning, cohorts, has become increasingly attractive to administrators, instructors, and participants in adult education. Basic academic skills cohort learning supports three types of knowing: instrumental, socializing, and self-authoring; whereas, in higher and adult education cohort learning, the development of critical…

Imel, Susan

184

Intellectual, Academic and Neuropsychological Performance Levels in Learning Disabled Adults.  

ERIC Educational Resources Information Center

Normative data are provided for intellectual, academic achievement, and neuropsychological tests based on a sample of 100 learning disabled adults. It was concluded that the cognitive profile found in learning disabled adults is not dissimilar from what is typically found in learning disabled children. (Author/CL)

McCue, P. Michael; And Others

1986-01-01

185

Older Adults' Motivation to Learn in Higher Education  

ERIC Educational Resources Information Center

A limited amount of literature has discussed older adults in formal education, especially their motivations to learn in higher education. This study aims to understand older adults' learning in the context of higher education. Specifically, this study argues that higher education can function as a stimulating learning environment that helps older…

Lin, Yi-Yin

2011-01-01

186

Screening for Learning Disabilities in Adult Basic Education Students  

ERIC Educational Resources Information Center

The extant literature offers little to describe the processes for screening students in adult basic education (ABE) programs for potential learning disabilities, referring adult students for diagnostic assessment, or barriers to obtaining diagnostic assessment for a learning disability. Without current documentation of a learning disability, ABE…

Reynolds, Sharon L.; Johnson, Jerry D.; Salzman, James A.

2012-01-01

187

Model complexity control and statistical learning theory  

Microsoft Academic Search

We discuss the problem of modelcomplexity control also known as modelselection. This problem frequently arises inthe context of predictive learning and adaptiveestimation of dependencies from finite data.First we review the problem of predictivelearning as it relates to model complexitycontrol. Then we discuss several issuesimportant for practical implementation ofcomplexity control, using the frameworkprovided by Statistical Learning Theory (orVapnik-Chervonenkis theory). Finally, we

Vladimir Cherkassky

2002-01-01

188

Learning and Cognitive Theory Applied to Education.  

ERIC Educational Resources Information Center

In a question-and-answer format a number of topics related to learning and cognitive theory in educational applications are discussed. Most of the discussions consider the contrast between U.S. and Japanese educational practices. The topics include: (1) behavioral and cognitive approaches to learning; (2) metacognition and its implications for…

Inoue, Yukiko

189

Jigsaw Cooperative Learning: Acid-Base Theories  

ERIC Educational Resources Information Center

This study focused on investigating the effectiveness of jigsaw cooperative learning instruction on first-year undergraduates' understanding of acid-base theories. Undergraduates' opinions about jigsaw cooperative learning instruction were also investigated. The participants of this study were 38 first-year undergraduates in chemistry education…

Tarhan, Leman; Sesen, Burcin Acar

2012-01-01

190

Modern Learning Theories Provide Applications for Distance Learning Practice  

ERIC Educational Resources Information Center

This article reports the findings of a recent empirical study that was conducted at a large university in the United States. The study compared the findings from modern learning theories to reported perceptions of undergraduate and graduate students taking courses in online learning environments. The intention of the study was to compare perceived…

Tesone, Dana V.; Severt, Denver; Carpenter, Monica L.

2008-01-01

191

Sleep modulates word-pair learning but not motor sequence learning in healthy older adults  

E-print Network

Sleep modulates word-pair learning but not motor sequence learning in healthy older adults Jessica Sleep benefits memory across a range of tasks for young adults. However, remarkably little is known of the role of sleep on memory for healthy older adults. We used 2 tasks, 1 assaying motor skill learning

Ivry, Rich

192

MOTIVATIONS FOR LEARNING AMONG OLDER ADULTS IN A LEARNING IN RETIREMENT INSTITUTE  

Microsoft Academic Search

As the population of older adults increases, the field of adult education needs to respond accordingly. The study reported in this paper examined motivations for learning among older adults actively engaged in formal lifelong learning. One hundred eighty-nine members of a Learning in Retirement institute were surveyed using Boshier's Education Participation Scale. Cognitive interest appeared to be the strongest motivator

Ahjin Kim; Sharan B. Merriam

2004-01-01

193

Adult Learning in a Non-Western Context: The Influence of Culture in a Senegalese Farming Village  

Microsoft Academic Search

In Senegal, as in many developing countries, the education of adults is often guided by theories of adult learning developed in Western societies. There is little evidence, however, that such theories are useful for educating farmers living in rural African villages. This study, conducted in a rural fanning village in Senegal, explored what, when, why, how, and from whom do

Waly Diouf; Barry G. Sheckley; Marijke Kehrhahn

2000-01-01

194

Consumption, Adult Learning, and Adult Education: Envisioning a Pedagogy of Consumption  

ERIC Educational Resources Information Center

In this article I call for adult educators to begin taking consumption seriously as a site of adult learning and education. I provide an overview of various sociological perspectives on consumption, and also discuss several areas where education, learning, and consumption intersect. In doing so, I seek to convince adult educators to more…

Sandlin, Jennifer A.

2008-01-01

195

Adult Learning in Vocational Education. EEE700 Adults Learning: The Changing Workplace A.  

ERIC Educational Resources Information Center

This monograph is part of the study materials for the one-semester distance education unit, Adults Learning: The Changing Workplace A, in the Open Campus Program at Deakin University (Australia). It explores four complex and interrelated issues: how vocational educators view their own practice, the characteristics and aspirations that distinguish…

Little, David; And Others

196

Theories of Learning and Computer-Mediated Instructional Technologies.  

ERIC Educational Resources Information Center

Describes four major models of learning: behaviorism, cognitivism, constructivism, and social constructivism. Discusses situated cognition; differences between learning theories and instructional approaches; and how computer-mediated technologies can be integrated with learning theories. (LRW)

Hung, David

2001-01-01

197

Learning to Be Drier: A Case Study of Adult and Community Learning in the Australian Riverland  

ERIC Educational Resources Information Center

This article explores the adult and community learning associated with "learning to be drier" in the Riverland region of South Australia. Communities in the Riverland are currently adjusting and making changes to their understandings and practices as part of learning to live with less water. The analysis of adult and community learning derived…

Brown, Mike; Schulz, Christine

2009-01-01

198

Learning a theory of causality  

E-print Network

The very early appearance of abstract knowledge is often taken as evidence for innateness. We explore the relative learning speeds of abstract and specific knowledge within a Bayesian framework and the role for innate ...

Goodman, Noah D.

199

Investigating the Learning-Theory Foundations of Game-Based Learning: A Meta-Analysis  

ERIC Educational Resources Information Center

Past studies on the issue of learning-theory foundations in game-based learning stressed the importance of establishing learning-theory foundation and provided an exploratory examination of established learning theories. However, we found research seldom addressed the development of the use or failure to use learning-theory foundations and…

Wu, W-H.; Hsiao, H-C.; Wu, P-L.; Lin, C-H.; Huang, S-H.

2012-01-01

200

Visual word learning in adults with dyslexia  

PubMed Central

We investigated word learning in university and college students with a diagnosis of dyslexia and in typically-reading controls. Participants read aloud short (4-letter) and longer (7-letter) nonwords as quickly as possible. The nonwords were repeated across 10 blocks, using a different random order in each block. Participants returned 7 days later and repeated the experiment. Accuracy was high in both groups. The dyslexics were substantially slower than the controls at reading the nonwords throughout the experiment. They also showed a larger length effect, indicating less effective decoding skills. Learning was demonstrated by faster reading of the nonwords across repeated presentations and by a reduction in the difference in reading speeds between shorter and longer nonwords. The dyslexics required more presentations of the nonwords before the length effect became non-significant, only showing convergence in reaction times between shorter and longer items in the second testing session where controls achieved convergence part-way through the first session. Participants also completed a psychological test battery assessing reading and spelling, vocabulary, phonological awareness, working memory, nonverbal ability and motor speed. The dyslexics performed at a similar level to the controls on nonverbal ability but significantly less well on all the other measures. Regression analyses found that decoding ability, measured as the speed of reading aloud nonwords when they were presented for the first time, was predicted by a composite of word reading and spelling scores (“literacy”). Word learning was assessed in terms of the improvement in naming speeds over 10 blocks of training. Learning was predicted by vocabulary and working memory scores, but not by literacy, phonological awareness, nonverbal ability or motor speed. The results show that young dyslexic adults have problems both in pronouncing novel words and in learning new written words. PMID:24834044

Kwok, Rosa K. W.; Ellis, Andrew W.

2014-01-01

201

Visual word learning in adults with dyslexia.  

PubMed

We investigated word learning in university and college students with a diagnosis of dyslexia and in typically-reading controls. Participants read aloud short (4-letter) and longer (7-letter) nonwords as quickly as possible. The nonwords were repeated across 10 blocks, using a different random order in each block. Participants returned 7 days later and repeated the experiment. Accuracy was high in both groups. The dyslexics were substantially slower than the controls at reading the nonwords throughout the experiment. They also showed a larger length effect, indicating less effective decoding skills. Learning was demonstrated by faster reading of the nonwords across repeated presentations and by a reduction in the difference in reading speeds between shorter and longer nonwords. The dyslexics required more presentations of the nonwords before the length effect became non-significant, only showing convergence in reaction times between shorter and longer items in the second testing session where controls achieved convergence part-way through the first session. Participants also completed a psychological test battery assessing reading and spelling, vocabulary, phonological awareness, working memory, nonverbal ability and motor speed. The dyslexics performed at a similar level to the controls on nonverbal ability but significantly less well on all the other measures. Regression analyses found that decoding ability, measured as the speed of reading aloud nonwords when they were presented for the first time, was predicted by a composite of word reading and spelling scores ("literacy"). Word learning was assessed in terms of the improvement in naming speeds over 10 blocks of training. Learning was predicted by vocabulary and working memory scores, but not by literacy, phonological awareness, nonverbal ability or motor speed. The results show that young dyslexic adults have problems both in pronouncing novel words and in learning new written words. PMID:24834044

Kwok, Rosa K W; Ellis, Andrew W

2014-01-01

202

Efficacy of Learning Strategies Instruction in Adult Education  

ERIC Educational Resources Information Center

Results from randomized controlled trials of learning strategies instruction with 375 adult basic education participants are reported. Reading outcomes from whole group strategic instruction in 1 of 4 learning strategies were compared to outcomes of reading instruction delivered in the context of typical adult education units on social studies,…

Hock, Michael F.; Mellard, Daryl F.

2011-01-01

203

Adult Education. Part II: Collection of Learning Experiences. Volume 1.  

ERIC Educational Resources Information Center

This document, which is the first in a series of best practice documents incorporating the wisdom and experiences of New York's adult educators, presents eight learning experiences that are specifically tailored for adult learners and instructors. The following information is provided for each learning experience: (1) a brief description of the…

Peavey, Kay S., Ed.

204

Electronic Pathways. Adult Learning and the New Communication Technologies.  

ERIC Educational Resources Information Center

This book, which is intended as a practical resource for individuals who are professionally concerned with adult learning, contains 21 papers and 3 checklists concerning the new communication and information technologies (IT) and adult learning. The following papers and checklists are included: "Introduction" (Jane Field); "The Use of Telematics…

Field, Jane, Ed.

205

Identifying the Needs of Adult Women in Distance Learning Programs  

Microsoft Academic Search

Distance learning technologies have the capability to extend opportunities and to alleviate problems for adult women interested in continuing their education at colleges or universities. To create environments that support adult female students in distance learning programs, educators must possess an understanding of the characteristics and needs of these learners. In this study, the researchers conducted focus groups with 40

Julie Furst-Bowe

206

Unsupervised learning and adaptation in a model of adult neurogenesis  

E-print Network

that adult neuro- genesis could be related to brain plasticity and learning [Alvarez-Buylla et al. 1990, KirnUnsupervised learning and adaptation in a model of adult neurogenesis Guillermo A. Cecchi documented in the vertebrate brain, and recently even in humans. Although it has been conjectured for many

207

A Comparative Analysis of Three Unique Theories of Organizational Learning  

ERIC Educational Resources Information Center

The purpose of this paper is to present three classical theories on organizational learning and conduct a comparative analysis that highlights their strengths, similarities, and differences. Two of the theories -- experiential learning theory and adaptive -- generative learning theory -- represent the thinking of the cognitive perspective, while…

Leavitt, Carol C.

2011-01-01

208

Adult Education at the Crossroads: Learning Our Way Out. Global Perspectives on Adult Education and Training.  

ERIC Educational Resources Information Center

This book assesses the current state of adult education, including the traditions out of which adult education comes, its current problems, and its possible futures. It begins with an overview of Ivan Illich's theory and explains its significance for adult education. Part 1 examines the main historical traditions in adult education, including the…

Finger, Matthias; Asun, Jose Manuel

209

Adult Learning and Literacy Clearinghouse Fact Sheets. [Revised].  

ERIC Educational Resources Information Center

These eight fact sheets, which are intended for teachers, administrators, and others interested in adult basic education and adult literacy, cover a wide range of topics related to adult learning and literacy. This document contains revised versions of fact sheets 0, 3, 6, 7, 12, 14, 16, and 18. The following are among the topics discussed on the…

Office of Vocational and Adult Education (ED), Washington, DC. Adult Learning and Literacy Clearinghouse.

210

Terms, Definitions, Organizations and Councils Associated with Adult Learning.  

ERIC Educational Resources Information Center

This reference, published under provisions of the Adult Education Act and the Federal Advisory Committee Act, is designed to help members of the National Advisory Council on Adult Education and the public communicate more effectively and knowledgeably about terms, definitions, and organizations associated with adult learning. Subject areas defined…

National Advisory Council on Adult Education, Washington, DC.

211

Toward deep learning for adult students in online courses  

Microsoft Academic Search

Adult students have become the new majority in online distance education. Research in online distance education, however, is still predominantly based on the historical perspective of the traditional student profile. This study examines adult students' learning engagement in online courses and explores the impact of online course design models and the type of online discussion on adult students' self-perceived and

Fengfeng Ke; Kui Xie

2009-01-01

212

Adult Learning Disabilities Screening Using an Internet-Administered Instrument  

ERIC Educational Resources Information Center

Identifying individuals with specific learning disabilities (SLD) is a complex task, particularly for adult populations. Adult agencies such as vocational rehabilitative services or adult basic education often use different SLD definitions and criteria, are often understaffed, have limited resources, and have a shortage of staff trained on SLD…

Lancaster, Sean; Mellard, Daryl

2005-01-01

213

Wisdom, the Body, and Adult Learning: Insights from Neuroscience  

ERIC Educational Resources Information Center

In adult education, there has recently been a recognition of the body's role in adult learning. Attention to neuroscience is somewhat limited, though is emerging. These two perspectives are not integrated. With this article, the author argues that adult education must look to science to achieve a deeper understanding of the evolving…

Swartz, Ann L.

2011-01-01

214

Learning with the Arts: What Opportunities Are There for Work-Related Adult Learning?  

ERIC Educational Resources Information Center

What can arts-based learning offer to adult, work-related education? A study was undertaken that explored the benefits of learning with the arts for professional development of an adult learner in Australia. The individual experiences of nine adults who participated in arts-based workshops to build work-related skills were examined using the…

Manning, Claire; Verenikina, Irina; Brown, Ian

2010-01-01

215

Underlying Consumer-Valuing Structures of Baby Boomers as Older Adults in Community Colleges: A Grounded Theory  

ERIC Educational Resources Information Center

The purpose of this study was to present a grounded theory that fills in gaps in the higher education literature on the concept of educational consumer value and perceptions that support consumer value. Specifically, this study focuses on the learning experiences of Baby Boomers (40-60 year old adults) as older adult students attending community…

Palazesi, Louis Mark; Bower, Beverly L.; Schwartz, Robert A.

2008-01-01

216

Why children learn color and size words so differently: Evidence from adults' learning of artificial terms  

Microsoft Academic Search

An adult simulation study examined why children's learning of color and size terms follow different developmental patterns, one in which word comprehension precedes success in nonlinguistic matching tasks versus one in which matching precedes word comprehension. In 4 experiments, adults learned artificial labels for values on novel dimensions. Training mimicked that characteristic for children learning either color words or size

Catherine M. Sandhofer; Linda B. Smith

2001-01-01

217

Learning Stories of Our Own.  

ERIC Educational Resources Information Center

Learning autobiographies enable adult learners to gain a deeper insight into theories of adult learning. Writing their learning autobiographies helps adults chart how they have grown and developed. (Contains 11 references.) (Author/JOW)

Larson, Desi; Brady, E. Michael

2001-01-01

218

Self Modeling: Expanding the Theories of Learning  

ERIC Educational Resources Information Center

Self modeling (SM) offers a unique expansion of learning theory. For several decades, a steady trickle of empirical studies has reported consistent evidence for the efficacy of SM as a procedure for positive behavior change across physical, social, educational, and diagnostic variations. SM became accepted as an extreme case of model similarity;…

Dowrick, Peter W.

2012-01-01

219

Understanding Feedback: A Learning Theory Perspective  

ERIC Educational Resources Information Center

This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review's scope also includes feedback in classrooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory adhered to. Findings show that regardless of the…

Thurlings, Marieke; Vermeulen, Marjan; Bastiaens, Theo; Stijnen, Sjef

2013-01-01

220

Learning Theories: Insights for Music Educators  

ERIC Educational Resources Information Center

Effective music educators often recognize that there is more than one way to teach a musical objective and understand that a specific approach may be more appropriate than another in a given setting. To meet contemporary demands, music educators need to be smart--understanding the nuances of various theories of learning, savvy--understanding their…

Isbell, Dan

2012-01-01

221

A Pure Theory of Lifelong Learning.  

ERIC Educational Resources Information Center

Charles Tiebout's Pure Theory of Local Expenditures serves as a helpful framework in examining the emergence of the learning society, communications technologies, freer trade, and the effects these will have on the educational infrastructure. Tiebout argued that the failure of market-type systems of public good at the central government level does…

Hatton, Michael J.

222

Toward a Theory of Aesthetic Learning Experiences  

ERIC Educational Resources Information Center

The purpose of this article is to reveal ways to provide the opportunity for students to have aesthetically engaged learning experiences. Using John Dewey's ideas from "Art as Experience" as a framework, the author uses aesthetic theory to show how such ends can be reached. In addition, he suggests six themes that teachers can draw upon to help…

Uhrmacher, P. Bruce

2009-01-01

223

Measuring Student Learning with Item Response Theory  

ERIC Educational Resources Information Center

We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics…

Lee, Young-Jin; Palazzo, David J.; Warnakulasooriya, Rasil; Pritchard, David E.

2008-01-01

224

Learning dynamics An introduction to Game Theory  

E-print Network

politics Game shows © Tom Lenaerts, 2010 What? Fragment from Golden Balls (ITV1) © Tom Lenaerts, 2010 WhatINFO-F-409 Learning dynamics An introduction to Game Theory T. Lenaerts MAP, MLG, Université Libre cooperation imitation Schedule Date (Thursdays) Description 22/09/2011 No course this week 29/09/2011 GAME

Steels, Luc

225

Incidental Word Learning in a Hearing Child of Deaf Adults  

ERIC Educational Resources Information Center

It is unclear how children develop the ability to learn words incidentally (i.e., without direct instruction or numerous exposures). This investigation examined the early achievement of this skill by longitudinally tracking the expressive vocabulary and incidental word-learning capacities of a hearing child of Deaf adults who was natively learning

Brackenbury, Tim; Ryan, Tiffany; Messenheimer, Trinka

2006-01-01

226

Adult Language Learning: A Survey of Welsh for Adults in the Context of Language Planning  

ERIC Educational Resources Information Center

This article discusses the importance of adult language learning when a minority language is threatened. Language acquisition planning attempts to reproduce the language across generations. The research context is Wales with its strong history of adults learning Welsh. The history of the Welsh language shows a decline in the last century, but…

Baker, Colin; Andrews, Hunydd; Gruffydd, Ifor; Lewis, Gwyn

2011-01-01

227

Adult Learners' Perceptions of the Incorporation of Their L1 in Foreign Language Teaching and Learning  

ERIC Educational Resources Information Center

This article challenges the theory and practice of the exclusion of the adult learner's first language (L1) by reporting learners' overwhelmingly positive perceptions of its incorporation in foreign language teaching and learning. Classroom-based research was undertaken with university students in an English as a foreign language course which…

Brooks-Lewis, Kimberly Anne

2009-01-01

228

Adults' Participation in Informal Learning Activities: Key Findings from the Adult Education Participation Survey in Taiwan  

ERIC Educational Resources Information Center

This study investigated the informal learning experiences expressed by Taiwanese adults (aged from 16 to 97) and examined their involvement related to selected socio-demographic characteristics. Data of the 2008 Adult Education Participation Survey in Taiwan and Fujian Area were used to look at different variables of adults' demographic…

Lai, Horng-Ji; Wu, Ming-Lieh; Li, Ai-Tzu

2011-01-01

229

An Empirical Examination of Competing Theories in Predicting Recidivism of Adult Offenders Five Years after Graduation from Boot Camp.  

ERIC Educational Resources Information Center

Five-year follow-up study of recidivism of male graduates from adult boot camp examined the competing theories in predicting recidivism among these males. Findings indicated that elements of social learning theory are among the strongest predictors of recidivism. Differential peer association and normative definitions are the two top predictors.…

Benda, Brent B.; Toombs, Nancy J.; Peacock, Mark

2003-01-01

230

Extending Transfer of Learning Theory to Transformative Learning Theory: A Model for Promoting Teacher Leadership  

Microsoft Academic Search

This article describes collaborative efforts to frame university teacher preparation program activities within transfer of learning and transformative learning theories to promote teacher leadership. Specifically, we describe (a) a community sponsored, public school, campus-based experience during an introductory teacher preparation course; (b) a university supervision program designed to empower teachers to take primary responsibility for guiding and developing future colleagues;

Sandra Harris; Hollis Lowery-Moore; Vicky Farrow

2008-01-01

231

Training and Development through Adult Learning Theory.  

ERIC Educational Resources Information Center

This report analyzes the employee training program at the Outdoor Program Centre (OPC) of the University of Calgary and offers recommendations that may be of benefit to other outdoor recreation centers. The OPC offers products and services such as facility access, equipment rentals, instructional and recreational programs, and repair services for…

Swagar, Colleen

232

Adult Learning Theory: The Mentoring Connection.  

ERIC Educational Resources Information Center

The mission of an effective mentoring program for beginning teachers is critical to their successful professional development. In order to successfully prepare veteran teachers for the role of mentor to beginning teachers, a combination of cognitive coaching and Pathwise Performance Assessment (PPA) is suggested. Included in such a staff…

Williams, Bonnie

233

Exploring the Icebergs of Adult Learning: Findings of the First Canadian Survey of Informal Learning Practices.  

ERIC Educational Resources Information Center

A survey of 1,562 Canadian adults found that most are spending more time in learning, especially informal learning through employment, community service, and household work. Findings should be used to shape education policy and practice. (SK)

Livingstone, D. W.

1999-01-01

234

Practice of Adult Education--Older Adults, Tourism, and Learning in Yellowstone  

ERIC Educational Resources Information Center

The purpose of this article is to present a program of learning for older adults in a national park. Because of the growing trend of tourism among retirees this learning during leisure is gaining prominence. The paper brings together the concepts of aging, self-directed learning, and tourism and leisure. In addition this paper presents a…

Roberson, Donald N., Jr.

2005-01-01

235

The use of self and reflective practice in relational teaching and adult learning: a social work perspective  

Microsoft Academic Search

This article explores the relationship between reflective practice and relational teaching as a basis for a teaching philosophy for adult learners. Concepts such as countertransference, authenticity and use of self are highlighted as essential for effective teaching in the twenty-first century. These concepts, along with adult learning theories, are integrated into a teaching philosophy that aims to maximize teacher effectiveness

Donna Wang

2011-01-01

236

The use of self and reflective practice in relational teaching and adult learning: a social work perspective  

Microsoft Academic Search

This article explores the relationship between reflective practice and relational teaching as a basis for a teaching philosophy for adult learners. Concepts such as countertransference, authenticity and use of self are highlighted as essential for effective teaching in the twenty-first century. These concepts, along with adult learning theories, are integrated into a teaching philosophy that aims to maximize teacher effectiveness

Donna Wang

2012-01-01

237

Topics in Computational Learning Theory and Graph Algorithms.  

ERIC Educational Resources Information Center

This thesis addresses problems from two areas of theoretical computer science. The first area is that of computational learning theory, which is the study of the phenomenon of concept learning using formal mathematical models. The goal of computational learning theory is to investigate learning in a rigorous manner through the use of techniques…

Board, Raymond Acton

238

The lessons ofwork:toward an understanding of the implications of the workplace for adult learning and development  

Microsoft Academic Search

Little research attention has addressed the notion of the organization as a facilitator or inhibitor of adult learning or personal growth and development. This theory paper attempts to identify individual-level and organizational-level factors that can influence the potential for learning and development in the workplace. Along with the presentation of a theoretical framework, a number of research propositions are generated

Leonard Karakowsky; Kenneth McBey

1999-01-01

239

Executive Function Predicts Artificial Language Learning in Children and Adults  

E-print Network

learners. The goal of the current studies was to test whether executive function abilities predict novel artificial language learning outcomes among children and adults. An artificial language was used to simulate the processes involved in natural language...

Kapa, Leah Lynn

2013-12-31

240

The Educational Kanban: promoting effective self-directed adult learning in medical education.  

PubMed

The author reviews the many forces that have driven contemporary medical education approaches to evaluation and places them in an adult learning theory context. After noting their strengths and limitations, the author looks to lessons learned from manufacturing on both efficacy and efficiency and explores how these can be applied to the process of trainee assessment in medical education.Building on this, the author describes the rationale for and development of the Educational Kanban (EK) at Children's Hospital Boston--specifically, how it was designed to integrate adult learning theory, Japanese manufacturing models, and educator observations into a unique form of teacher-student collaboration that allows for continuous improvement. It is a formative tool, built on the Accreditation Council for Graduate Medical Education's six core competencies, that guides educational efforts to optimize teaching and learning, promotes adult learner responsibility and efficacy, and takes advantage of the labor-intensive clinical educational setting. The author discusses how this model, which will be implemented in July 2009, will lead to training that is highly individualized, optimizes faculty and student educational efforts, and ultimately conserves faculty resources. A model EK is provided for general reference.The EK represents a novel approach to adult learning that will enhance educational effectiveness and efficiency and complement existing evaluative models. Described here in a specific graduate medical setting, it can readily be adapted and integrated into a wide range of undergraduate and graduate clinical educational environments. PMID:19550191

Goldman, Stuart

2009-07-01

241

A Learning Theory for 21st-Century Students  

ERIC Educational Resources Information Center

The affordances of today's digital technologies have significantly changed the way students learn. Arguing that current learning theories have failed to address this new reality, Marie Sontag proposes a new theory, social-connectedness and cognitive-connectedness schemata (SCCS) theory, that integrates key elements of other theories with gaming…

Sontag, Marie

2009-01-01

242

Information Theory, Inference and Learning Algorithms  

NASA Astrophysics Data System (ADS)

Information theory and inference, often taught separately, are here united in one entertaining textbook. These topics lie at the heart of many exciting areas of contemporary science and engineering - communication, signal processing, data mining, machine learning, pattern recognition, computational neuroscience, bioinformatics, and cryptography. This textbook introduces theory in tandem with applications. Information theory is taught alongside practical communication systems, such as arithmetic coding for data compression and sparse-graph codes for error-correction. A toolbox of inference techniques, including message-passing algorithms, Monte Carlo methods, and variational approximations, are developed alongside applications of these tools to clustering, convolutional codes, independent component analysis, and neural networks. The final part of the book describes the state of the art in error-correcting codes, including low-density parity-check codes, turbo codes, and digital fountain codes -- the twenty-first century standards for satellite communications, disk drives, and data broadcast. Richly illustrated, filled with worked examples and over 400 exercises, some with detailed solutions, David MacKay's groundbreaking book is ideal for self-learning and for undergraduate or graduate courses. Interludes on crosswords, evolution, and sex provide entertainment along the way. In sum, this is a textbook on information, communication, and coding for a new generation of students, and an unparalleled entry point into these subjects for professionals in areas as diverse as computational biology, financial engineering, and machine learning.

Mackay, David J. C.

2003-10-01

243

A multiple intelligences theory approach to teaching adult Christian spirituality  

Microsoft Academic Search

What are ways in which people can learn spiritual practices that deepen their communion with God? Are there tools which can simplify and enhance that learning? Is there individual uniqueness that might point to preferred spiritual practices? These are questions explored in this project. Seeking the answers to these questions is centered on exploring the relationship between Multiple Intelligences theory

George Maurice Campbell

2005-01-01

244

The Power of Learning from Inquiry: Teacher Research as a Professional Development Tool in Multilingual Schools. Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning  

ERIC Educational Resources Information Center

The power of teacher inquiry is revealed when educators examine their practices with the purpose of making necessary changes to improve the learning opportunities of their multilingual students, and working conditions in schools. Dr. Nevarez-La Torre, proposes a model for conducting classroom inquiry that teachers may follow to pursue important…

Nevarez-La Torre, Aida A.

2010-01-01

245

Autobiography and Selfhood in the Practice of Adult Learning  

ERIC Educational Resources Information Center

This article problematizes the role of autobiographical narratives in adult learning and suggests that the life histories produced by adult learners in our classrooms are, in important senses, fictions. Rather than being the free expressions of experience and selfhood, students' narratives are multiply overdetermined, both by the cultural frames…

Michelson, Elana

2011-01-01

246

Revisiting Debates on Learning Disabilities in Adult Education  

ERIC Educational Resources Information Center

Since the 1980s, educators in adult basic education and special education have speculated that a substantial if unknown percentage of adults have specific learning disabilities (LDs) and have sought to identify and address effectively the needs of these learners. Two rarely intersecting bodies of historical literature on LDs provide the background…

Belzer, Alisa; Ross-Gordon, Jovita

2011-01-01

247

Adults Learning Languages: A CILT Guide to Good Practice  

ERIC Educational Resources Information Center

"Adults Learning Languages" is aimed at those responsible for teaching languages across AE, FE and HE. In the much-changed world of post-19 languages, new funding and inspection regimes with revised needs for quality assurance are challenging practitioners to adapt and review approaches. This book offers teachers of languages to adults tools to…

Harnisch, Henriette, Ed.; Swanton, Pauline, Ed.

2004-01-01

248

Numeracy Activities within VOX: The Norwegian Institute for Adult Learning  

ERIC Educational Resources Information Center

In this article, the author introduces Vox, Norwegian Institute for Adult Learning, an agency of the Norwegian Ministry of Education and Research that focuses mainly on improving basic skills in the adult population in the areas of literacy, numeracy and the use of Information Communication Technologies (ICT). Vox is responsible for curriculum…

Kvalo, Svein

2008-01-01

249

Emotional Intelligence and Collaborative Learning in Adult Education  

ERIC Educational Resources Information Center

The changing social and economic reality of our world continues to shape how learning is conducted and acquired in the adult classroom and beyond. Given the pivotal importance for an adult to develop a variety of cognitive and emotional skills and given the need to work in collaboration with others, within educational environments and the…

Martinez, Luz M.

2011-01-01

250

Policy and Practice in Adult Learning: A Case Study Perspective.  

ERIC Educational Resources Information Center

Three case studies in adult literacy learning were conducted, with focus on instructional and policy issues. They came out of programs that, by state mandate, focus instruction around component skills through diagnostic tests, worksheets, and mastery tests. In Case 1, a learner managed to attend an adult basic education program regularly and…

Venezky, Richard L.; Sabatini, John P.; Brooks, Christine; Carino, Christine

251

Reinforcement Learning in Young Adults with Developmental Language Impairment  

ERIC Educational Resources Information Center

The aim of the study was to examine reinforcement learning (RL) in young adults with developmental language impairment (DLI) within the context of a neurocomputational model of the basal ganglia-dopamine system (Frank, Seeberger, & O'Reilly, 2004). Two groups of young adults, one with DLI and the other without, were recruited. A probabilistic…

Lee, Joanna C.; Tomblin, J. Bruce

2012-01-01

252

Applying lead user theory to young adults  

Microsoft Academic Search

Purpose – The purpose of this paper is to identify lead users within social networks of young adults between 14 and 17 years of age. Design\\/methodology\\/approach – A questionnaire and the SAGS-method were used to collect data within seven high schools in the north of The Netherlands. These data were used to empirically test five hypotheses using the variables which

N. Oosterloo; J. Kratzer; M. C. Achterkamp

2010-01-01

253

Factors Influencing Adult Learning in Technology Based Firms.  

ERIC Educational Resources Information Center

Application of adult learning principles was examined in a class for 30 managers of advanced-technology firms. Use of the principles contributed to acquisition, retention, and transfer of learning and a long-term impact on companies. Participants valued the relevance of content, the balance of technical and management skills, and the inviting…

MacDonald, Colla J.; Gabriel, Martha A.; Cousins, J. Bradley

2000-01-01

254

The Self-Directed Learning Process of Older, Rural Adults  

ERIC Educational Resources Information Center

Medical advances and lifestyle changes have resulted in older adults living longer and healthier lives. Nevertheless, older adulthood, as other life stages, requires change in work, family, and health. Self-directed learning (SDL) is one way of negotiating these transitions. The purpose of this study was to understand this process of learning.…

Roberson, Donald N., Jr.; Merriam, Sharan B.

2005-01-01

255

Extension and Health Promotion: An Adult Learning Approach.  

ERIC Educational Resources Information Center

Community-based agencies (extension, women's association, public health department) initiated a health promotion project using adult learning approaches (experiential learning, storytelling, and networking) to enable participants to examine their experiences of health and factors affecting health in their communities. Assessment tools were…

Gillis, Doris E.; English, Leona M.

2001-01-01

256

Context or Key? Language in Four Adult Learning Programmes  

ERIC Educational Resources Information Center

Context is a key factor in designing and delivering adult learning programmes, and in multilingual environments the choice of language plays a decisive role. Four programmes, two in Asia (Bhutan Myanmar) and two in Africa (Ghana and Uganda), which focus on learning for development, integrate language considerations in different ways, related both…

Robinson, Clinton

2007-01-01

257

Some of the things that adults learn about language,  

E-print Network

Abstract Some of the things that adults learn about language, and about the world, are very), or that the letters st are sometimes followed by r but never by x, and so forth. Other aspects of what we know about- plications for language learning, Saffran, Aslin, and Newport (1996) found that 8-month-old infants

Marcus, Gary F.

258

Learning to Learn: A Key-Competence for All Adults?!  

ERIC Educational Resources Information Center

Learning to learn is important and increasingly vital for people trying to deal with a rapidly changing world! Or, in the words of the European Union, learning to learn is one of the eight "key competences that citizens require for their personal fulfilment, social inclusion, active citizenship and employability in our knowledge-based society."…

Hofmann, Peter

2008-01-01

259

Learning "in" or "with" Games? Quality Criteria for Digital Learning Games from the Perspectives of Learning, Emotion, and Motivation Theory  

ERIC Educational Resources Information Center

This conceptual paper aims to clarify the theoretical underpinnings of game based learning (GBL) and learning with digital learning games (DLGs). To do so, it analyses learning of game related skills and contents, which occurs constantly during playing conventional entertainment games, from three perspectives: learning theory, emotion theory, and…

Hense, Jan; Mandl, Heinz

2012-01-01

260

Contextual Adult Life Span Theory for Adapting Psychotherapy with Older Adults  

Microsoft Academic Search

Our aging population is growing in size and diversity. To integrate different views on aging and make explicit the role of\\u000a culture as a contextual factor, we modified Knight’s (Psychotherapy with older adults, 2004) Contextual, Cohort-based, Maturity,\\u000a Specific Challenge (CCMSC) model of psychotherapy with older adults into the Contextual Adult Lifespan Theory for Adapting\\u000a Psychotherapy (CALTAP). This article describes various

Bob G. Knight; Cecilia Y. M. Poon

2008-01-01

261

Relationship between perceptual learning in speech and statistical learning in younger and older adults  

PubMed Central

Within a few sentences, listeners learn to understand severely degraded speech such as noise-vocoded speech. However, individuals vary in the amount of such perceptual learning and it is unclear what underlies these differences. The present study investigates whether perceptual learning in speech relates to statistical learning, as sensitivity to probabilistic information may aid identification of relevant cues in novel speech input. If statistical learning and perceptual learning (partly) draw on the same general mechanisms, then statistical learning in a non-auditory modality using non-linguistic sequences should predict adaptation to degraded speech. In the present study, 73 older adults (aged over 60 years) and 60 younger adults (aged between 18 and 30 years) performed a visual artificial grammar learning task and were presented with 60 meaningful noise-vocoded sentences in an auditory recall task. Within age groups, sentence recognition performance over exposure was analyzed as a function of statistical learning performance, and other variables that may predict learning (i.e., hearing, vocabulary, attention switching control, working memory, and processing speed). Younger and older adults showed similar amounts of perceptual learning, but only younger adults showed significant statistical learning. In older adults, improvement in understanding noise-vocoded speech was constrained by age. In younger adults, amount of adaptation was associated with lexical knowledge and with statistical learning ability. Thus, individual differences in general cognitive abilities explain listeners' variability in adapting to noise-vocoded speech. Results suggest that perceptual and statistical learning share mechanisms of implicit regularity detection, but that the ability to detect statistical regularities is impaired in older adults if visual sequences are presented quickly.

Neger, Thordis M.; Rietveld, Toni; Janse, Esther

2014-01-01

262

Adult Learning Styles, Critical Thinking and Psychology.  

ERIC Educational Resources Information Center

Courses, curriculum, and classrooms can be designed to affirm students in their adulthood, empowering them to draw on their experiences, interests, and self-motivation to learn. Starting at the introductory level and continuing through specialty courses and electives, critical thinking, learning contracts, self-directed learning, and sharing…

Leith, Karen Pezza

263

Collaborative Language Learning for Professional Adults  

ERIC Educational Resources Information Center

Institutions of higher education realise the importance of the role of learning organisations in terms of providing personnel training and updating. Yet further consideration should be given to flexible and accessible means for meeting the growing request for continuous learning. Jason Hughes describes an organization's capability to "learn how to…

Mesh, Linda Joy

2010-01-01

264

Learning Journeys: A Resource Handbook on Adult Learning and Mental Health.  

ERIC Educational Resources Information Center

This document explains how tutors and managers in adult education programs across the United Kingdom can smooth the journeys of adults with mental health difficulties who are returning to learning. The handbook begins with suggestions for its use and case studies of two adult learners with mental health difficulties. Sections 1 through 4 discuss…

Mather, Joy; Atkinson, Sue

265

Implementing E-Learning Components with Adult English Language Learners: Vital Factors and Lessons Learned  

ERIC Educational Resources Information Center

The growing use of both computers and the Internet in adult English language classrooms has widespread implications for English language programs. As computer access increases, so do new learning technologies in adult literacy education. Specifically, this paper is interested in the case of adult English language instruction, also commonly…

Coryell, Joellen E.; Chlup, Dominique T.

2007-01-01

266

Using Adult Learning Principles as a Framework for Learning ICT Skills Needed for Research Projects  

ERIC Educational Resources Information Center

Students in higher institutions need to carry out research projects. The focus of this paper explores a model to help students learn ICT skills needed for research projects. Generally students go through the "long and hard route" to learn and use ICT resources because they do not know how to do it. The paper explores the Adult Learning

Eyitayo, Oduronke Temitope

2013-01-01

267

Facilitating Learning in the Workplace. EEE700 Adults Learning: The Changing Workplace A.  

ERIC Educational Resources Information Center

This publication is part of the study materials for the distance education course, Adults Learning: The Changing Workplace A, in the Open Campus Program at Deakin University. The first part of the document examines the roles, skills, and methods used by facilitators of workplace learning in light of a social action view of learning. The following…

Watkins, Karen

268

Lifelong Learning: Making It Work. An Adult Learning Australia Discussion Paper.  

ERIC Educational Resources Information Center

This discussion paper is from the Adult Learners Week National Seminar on Lifelong Learning Policy (Canberra, Australia, September 1999) that identified a number of ideas about how to foster national policy development on lifelong learning. It consists of three sections. Part 1 contains "A National Lifelong Learning Policy for Australia?" (Tony…

Brown, Tony, Ed.

269

CAREER MOBILITY IN AGRICULTURAL EDUCATION: A SOCIAL LEARNING THEORY APPROACH  

Microsoft Academic Search

mobility phenomenon. An appealing approach for such an in-depth inquiry into turnover is social learning theory. Social learning theory posits that psychological functioning can be explained in terms of the interaction of personal characteristics, previous behavior (learning) and environmental determinants (Chapman, 1984). This psychological functioning involves valuing certain outcomes, discriminating among situations in terms of their potential to bring about

Tom Grady

1990-01-01

270

Learning theory viewpoint of approximation by positive linear operators  

Microsoft Academic Search

We follow a learning theory viewpoint to study a family of learning schemes for regression related to positive linear operators in approximation theory. Such a learning scheme is generated from a random sample by a kernel function parameterized by a scaling parameter. The essential difference between this algorithm and the classical approximation schemes is the randomness of the sampling points,

Shaogao Lv; Lei Shi

2010-01-01

271

Learning Theories and Assessment Methodologies--An Engineering Educational Perspective  

ERIC Educational Resources Information Center

This paper attempts to critically review theories of learning from the perspective of engineering education in order to align relevant assessment methods with each respective learning theory, considering theoretical aspects and practical observations and reflections. The role of formative assessment, taxonomies, peer learning and educational…

Hassan, O. A. B.

2011-01-01

272

The Application of the Cognitive Learning Theory to Instructional Design.  

ERIC Educational Resources Information Center

Considers the relevance of cognitive learning theory to instructional design for effective learning. Highlights include the organization of knowledge; systems approach; cognitive process learning; schema theory; and components of a model for instructional design, including pretesting, motivational considerations, media selection, and validation.…

Blanton, Betty B.

1998-01-01

273

Some Models of Adult Learning and Adult Change. Studies on Permanent Education, No. 22/1974.  

ERIC Educational Resources Information Center

With emphasis on the developmental psychology unique to adults, the author presents a comprehensive document of research and progress pertaining to adult learning and change. Section 1 reviews age cycles of adulthood as well as changing career patterns for men and women. Also examined are changes with age in leisure and interest patterns,…

Huberman, A. M.

274

Engaging Black Learners in Adult and Community Education. NIACE Lifelines in Adult Learning.  

ERIC Educational Resources Information Center

This guide explains how adult and community education (ACE) providers across Great Britain can engage black learners in ACE by making their learning programs relevant, challenging, and appropriate to adult learners from black and minority groups. The following topics are discussed: (1) the importance of engaging black and minority learners in ACE;…

White, Lenford

275

Review of Adult Learning and Literacy, Volume 4. Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy  

ERIC Educational Resources Information Center

"The Review of Adult Learning and Literacy: Connecting Research Policy, and Practice, Volume 4" is an addition to a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. "Volume 4"…

Comings, John, Ed.; Garner, Barbara, Ed.; Smith, Cristine, Ed.

2004-01-01

276

Review of Adult Learning and Literacy, Volume 5. Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy  

ERIC Educational Resources Information Center

"The Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 5" is a volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Each…

Comings, John, Ed.; Garner, Barbara, Ed.; Smith, Cristine, Ed.

2005-01-01

277

Adult learners’ emotions in online learning  

Microsoft Academic Search

The aim of the research study reported in this article was to investigate how adult learners talk about their emotions in the context of a year?long online course, the first online course these adults take, as part of a distance education program. The theoretical and methodological approach focused on formulating an account of how emotion discourses are used by learners,

Michalinos Zembylas

2008-01-01

278

Adult Learning, Critical Intelligence and Social Change.  

ERIC Educational Resources Information Center

This collection of 21 essays reviews the context of developments in adult education in the last 15 years. "Adult Education for Change in the Nineties and Beyond" (Marjorie Mayo) is a critical review of the context for these changes and of the theoretical debates that attempt to analyze and explain them. "Challenging the Postmodern Condition"…

Mayo, Marjorie, Ed.; Thompson, Jane, Ed.

279

Changing Culture and Adult Learning. Papers from the SCUTREA Annual Conference (22nd, Canterbury, England, United Kingdom, July 8-10, 1992).  

ERIC Educational Resources Information Center

The following papers from a conference dealing with the interaction of adult learning, educational practice, and cultural context are presented: "Radical Adult Education: Back to Basics" (Allman, Wallis); "Teaching To Be Competent" (Armstrong); "Universities and Adult Education: A New Relationship?" (Boud, McDonald); "Theories-in-Use, Reflective…

Miller, Nod, Ed.; West, Linden, Ed.

280

Partners in Learning: A Grounded Theory Study of Relational Practice between Master's Students and Professors  

ERIC Educational Resources Information Center

Meaningful academic relationships between adult master's students and their professors can both deepen students' learning and serve as a regenerating force for professors. This study employed grounded theory methods to explore the question, "What goes on in relational practice between master's students and professors?" I interviewed 10 matched…

Schwartz, Harriet L.; Holloway, Elizabeth L.

2012-01-01

281

Characterization of the role of adult neurogenesis in touch-screen discrimination learning.  

PubMed

Recent theories posit that adult neurogenesis supports dentate gyrus pattern separation and hence is necessary for some types of discrimination learning. Using an inducible transgenic mouse model, we investigated the contribution of adult-born neurons to spatial and nonspatial touch-screen discriminations of varying levels of difficulty. Arresting neurogenesis caused a modest but statistically significant impairment in a position discrimination task. However, the effect was present only on trials after a learned discrimination was reversed, suggesting that neurogenesis supports cognitive flexibility rather than spatial discrimination per se. The deficit was present 4-10 weeks after the arrest of neurogenesis but not immediately after, consistent with previous evidence that the behavioral effects of arresting neurogenesis arise because of the depletion of adult-born neurons at least 1 month old. The arrest of neurogenesis failed to affect a nonspatial brightness discrimination task that was equal in difficulty to the spatial task. The data suggest that adult neurogenesis is not strictly necessary for spatial or perceptual discrimination learning and instead implicate adult neurogenesis in factors related to reversal learning, such as cognitive flexibility or proactive interference. © 2014 Wiley Periodicals, Inc. PMID:25074617

Swan, Alicia A; Clutton, Jonathan Edward; Chary, Priyanka Kesavan; Cook, Sarah G; Liu, Grace G; Drew, Michael R

2014-12-01

282

A Comparison of Correctional Adult Educators and Formal Adult Educators in Terms of Their Expressed Beliefs in the Collaborative Teaching Mode. Theory and Methods of Adult Education.  

ERIC Educational Resources Information Center

A study compared correctional adult educators and formal adult educators in terms of their expressed beliefs in the collaborative teaching mode as measured by the Principles of Adult Learning Scale. The sample consisted of 8 correctional adult educators from the Lake Correctional Institution and 10 adult education teachers from the Manatee Area…

Sua, Dangbe Wuo

283

How to Build Schools Where Adults Learn  

ERIC Educational Resources Information Center

In the current, very complex, and even conflicted discourse about schools, one thing is clear: Schools need to be about student learning. Schools need to ensure that students are good readers, proficient writers, capable mathematicians, competent scientists, and knowledgeable historians. Students also need to learn to work together, be healthy, be…

Fahey, Kevin; Ippolito, Jacy

2014-01-01

284

Student Learning Theory Goes (Back) to (High) School  

ERIC Educational Resources Information Center

Biggs' 3P (Presage-Process-Product) model, a key framework in Student Learning Theory, provides a powerful means of understanding relations between students' perceptions of the teaching and learning environment, learning strategies, and learning outcomes. While influential in higher education, fewer tests of the model in secondary…

Ginns, Paul; Martin, Andrew J.; Papworth, Brad

2014-01-01

285

Waiting to Exhale: African American Women and Adult Learning Through Movies.  

ERIC Educational Resources Information Center

Scholars have addressed adults and the impact of popular culture on adult learning, but little attention has been directed toward the relationship between adult learning and African Americans. Most specifically, minimal information is related to adult learning that evolves as a result of popular culture influences. Popular culture promotes…

Rogers, Elice E.

286

Creating an adult learning culture through practice development  

Microsoft Academic Search

The development of a learning culture is becoming a dominant theme in the strategic plans of health care organisations. This is arising through a drive to improve standards of practice, bridge the perceived theory–practice gap and create means of integrating learning with practice. There have been many initiatives to create such a change, including continuous professional development, reflective practice, clinical

Colin Ward; Brendan McCormack

2000-01-01

287

Machine Learning, Chapter 7 CSE 574, Spring 2004 Computational Learning Theory (COLT)  

E-print Network

1 Machine Learning, Chapter 7 CSE 574, Spring 2004 Computational Learning Theory (COLT) Goals: Theoretical characterization of 1. Difficulty of machine learning problems · Under what conditions is learning possible and impossible? 2. Capabilities of machine learning algorithms · Under what conditions

288

Women at Midlife: Implications for Theories of Women's Adult Development.  

ERIC Educational Resources Information Center

Discusses research on midlife transitions in women and its implications for theories of women's adult development. Presents findings on menopause, the postparental period, and the roles of women at midlife. Offers several theoretical approaches in light of research findings and makes recommendations for future research. Suggests implications for…

Lippert, Laurel

1997-01-01

289

Some Implications of Learning Theories on a Theory of Reading and Reading Instruction.  

ERIC Educational Resources Information Center

While stimulus-response theories of learning maintain the reality and importance of the stimulus outside the perception of the person, a cognitive-field learning theory insists that, in order to make meaning, a person must perceive and react with the stimulus. Holding to this or any learning model has implications for the following: a definition…

Parsons, James B.

290

Two forms of implicit learning in young adults with dyslexia.  

PubMed

Implicit learning is thought to underlie the acquisition of many skills including reading. Previous research has shown that some forms of implicit learning are reduced in individuals with dyslexia (e.g., sequence learning), whereas other forms are spared (e.g., spatial context learning). However, it has been proposed that dyslexia-related motor dysfunction may have contributed to the implicit sequence learning deficits reported earlier. To assess implicit sequence learning in the absence of a motor sequence, 16 young adults diagnosed with dyslexia (20.6 +/- 1.5 years) and 18 healthy controls (20.8 +/- 2.0 years) completed a triplet frequency learning task (TRIP) that involved learning a sequential regularity in which the location of certain events followed a repeating pattern, but motor responses did not. Participants also completed the spatial contextual cueing task (SCCT), which involved learning a spatial regularity in which the location of distractors in some visual arrays predicted the target location. In addition, neuropsychological tests of real-word and pseudo-word reading were administered. TRIP task analyses revealed no between-group differences in pattern learning, but a positive correlation between individual learning scores and reading ability indicated that poor readers learned less well than did good readers. Thus, earlier reports of reduced implicit sequence learning in dyslexics cannot be entirely accounted for by motor sequencing deficits. No significant correlations or group differences in learning were found for SCCT. These findings offer additional evidence for a link between poor reading and impaired implicit sequence learning. PMID:19076397

Bennett, Ilana J; Romano, Jennifer C; Howard, James H; Howard, Darlene V

2008-12-01

291

Developing a Domain Theory Defining and Exemplifying a Learning Theory of Progressive Attainments  

ERIC Educational Resources Information Center

This article defines the concept of Domain Theory, or, when educational measurement is the goal, one might call it a "Learning Theory of Progressive Attainments in X Domain". The concept of Domain Theory is first shown to be rooted in validity theory, then the concept of domain theory is expanded to amplify its necessary but long neglected…

Bunderson, C. Victor

2011-01-01

292

Adult Learning and Counseling: Final Report.  

ERIC Educational Resources Information Center

Located in a low income model cities area of Cheyenne, Wyoming, the project provided adult basic education and vocational counseling services. The document offers a detailed summary of its staff and their qualifications, the agenda of a staff workshop, and a summary of the center's recruitment activities and problems. A brief description of the…

Sharp, Robert B., Comp.

293

Progress in Adult Literacy: Do Learners Learn?  

ERIC Educational Resources Information Center

The progress made by adults in dedicated mainstream basic skills provision in England and Wales and factors associated with students' progress were examined. Of the 2,135 students from 71 colleges of further education and local education authorities who took the reading pretest, 1,224 (57%) took the reading posttest. Writing scripts were received…

Brooks, Greg; Davies, Rachael; Duckett, Laura; Hutchison, Dougal; Kendall, Sally; Wilkin, Anne

294

2009 IEEE 8TH INTERNATIONAL CONFERENCE ON DEVELOPMENT AND LEARNING 1 A Theory of Architecture for Spatial Abstraction  

E-print Network

2009 IEEE 8TH INTERNATIONAL CONFERENCE ON DEVELOPMENT AND LEARNING 1 A Theory of Architecture. The architecture theory introduced here indicates that for each cortical area, the bottom-up space and top roles are unclear. Along the visual pathways in the human adult brain, later visual cortex includes

295

Assessing Adult Learning: A Guide for Practitioners. Revised Edition. Professional Practices in Adult Education and Human Resource Development Series.  

ERIC Educational Resources Information Center

This book, which is intended for adult educators and human resource developers, presents guidelines for assessing adult learning. The following are among the topics covered in the book's eight chapters: (1) basic principles of informal assessment (relationship between learning and assessment activities; sequencing learning and assessment…

Moran, Joseph J.

296

Impacts of Learning Styles and Computer Skills on Adult Students' Learning Online  

ERIC Educational Resources Information Center

This study investigated the influences of learning styles/preferences, prior computer skills and experience with online courses on adult learners' knowledge acquisition in a web-based special education course. Forty-six adult learners who enrolled in a web-based special education course participated in the study. The results of the study showed…

Rakap, Salih

2010-01-01

297

Adult Students in Community College: Learning to Manage the Learning Process.  

ERIC Educational Resources Information Center

A study was conducted by the Appalachia Educational Laboratory (AEL) to determine impediments to and facilitators of adult students' success during their first semester of attendance at a community college and to recommend interventions which would minimize the difficulties of returning adults as they attempt to manage the learning process. The…

Claus, John F.

298

The Contribution of Adult Learning to Health and Social Capital. Wider Benefits of Learning Research Report.  

ERIC Educational Resources Information Center

Researchers investigated effects of adult learning (AL) on a range of measures of health and social capital and cohesion. Data from the National Child Development Study relating to almost 10,000 adults born in Britain in 1958 were used, with focus on changes in their lives between age 33 in 1991 and 42 in 2000. Findings indicated AL played an…

Feinstein, Leon; Hammond, Cathie; Woods, Laura; Preston, John; Bynner, John

299

Exploring the Icebergs of Adult Learning: Findings of the First Canadian Survey of Informal Learning Practices.  

ERIC Educational Resources Information Center

The extent and distribution of self-reported learning activities in the current Canadian adult population was estimated on the basis of data collected during a 1998 telephone survey of a sample of 1,562 Canadian adults. Random digital dialing was used to give all provinces, households, and individuals within households an equal chance of…

Livingstone, D. W.

300

Online Learning for Adults: Research and  

E-print Network

+into+the+implica3ons+of+these+findings+for+distance+learning+and+ESL+ prac33oners.+ Presentation Outcomes #12!Course!Management!System! · Unique!design!elements+ !!!!!!!!!!!!!!!!!!!!!!!!!!!MSIDT!Program #12;! Andragogy = the art and science technology is revolutionizing education [also E-Book] ! Palloff & Pratt. (2003). The virtual student: A guide

de Lijser, Peter

301

Troubling Adult Learning in the Present Time  

ERIC Educational Resources Information Center

The French philosopher Michel Foucault asks, "What's going on just now? What's happening to everyone? What is this world, this period, this precise moment in which everyone is living? Answers to these questions have a profound impact on learning. Before probing Foucault's questions regarding the nature of this precise moment and how they relate to…

Hill, Robert J.

2008-01-01

302

Learning Disabilities, Literacy, and Adult Education.  

ERIC Educational Resources Information Center

This book deals with the long-neglected problem of learning disabilities (LDs) and the relationship of LDs to difficulties in the acquisition of literacy. Its 17 chapters are divided into 5 sections that begin with an opener to help the reader identify the main themes and content of each chapter in the section. Four chapters in Section I address…

Vogel, Susan A., Ed.; Reder, Stephen, Ed.

303

The Economics of Learning Models: A Self-tuning Theory of Learning in Games  

E-print Network

The Economics of Learning Models: A Self-tuning Theory of Learning in Games Teck H. Ho, Colin F, David Cooper, Vince Crawford, Ido Erev, and Guillaume Frechette for helpful comments. #12;Abstract Self-tuning experience weighted attraction (EWA) is a one-parameter theory of learning in games. It replaces the key

Greer, Julia R.

304

Adult Literacy, Learning Disabilities, and Technology: An Annotated Bibliography.  

ERIC Educational Resources Information Center

This document presents a total of 48 references and annotations of works published after 1995 that are in some way related to the topic of adult literacy, learning disabilities, and technology. The first part of the document presents annotations of 30 online articles, journal articles, books, and book articles devoted to the following topics:…

Williams, Jean

305

Psychological Type and Asynchronous Written Dialogue in Adult Learning  

ERIC Educational Resources Information Center

This study explores how adults learn from asynchronous written dialogue through the lens of psychological type preferences. We asked participants to discover their dominant and auxiliary psychological preferences using the Personal Empowerment through Type inventory. Participants then completed an open-ended survey in which they described their…

Lin, Lin; Cranton, Patricia; Bridglall, Beatrice

2005-01-01

306

An Open Learning Center for Low-Income Adults.  

ERIC Educational Resources Information Center

An open learning center designed to prepare students for the high school equivalency exam was developed, based on an analysis of the participation requirements of low-income adult learners. The setting, personnel, and mode of operation are discussed, and a flow chart of participant interaction is provided. (RAO)

Fletcher, R. Kay; Fawcett, Stephen B.

1978-01-01

307

Managing Programs for Adults Learning English. CAELA Network Brief  

ERIC Educational Resources Information Center

Programs for adults learning English vary widely in size and scope. Some are large, multilevel programs, such as the Arlington Education and Employment Program (REEP) in Virginia, which has more than 45 staff members, over 100 volunteers, and an array of student services for the 7,500 learners served annually at the program's 7 locations. Others…

Rodriguez, Amber Gallup; Burt, Miriam; Peyton, Joy Kreeft; Ueland, Michelle

2009-01-01

308

Assessment and Rehabilitation of Learning-Disabled Adults.  

ERIC Educational Resources Information Center

Examined the assessment processes (psychological and neuropsychological) used in the rehabilitation of learning disabled adults in a study of 130 vocational rehabilitation clients. Results indicated type of assessment was related to length of service but did not influence overall outcome. Only about half the clients were successfully…

McCue, Michael

1984-01-01

309

Helping Adults Learn To Deliver Value in a Global Society.  

ERIC Educational Resources Information Center

Andersen Consulting is a global management and technology consulting organization whose mission is to boost clients' success by teaching them to link strategy, people, processes, and technology. Andersen's professional development program for its own 41,000-person global work force is designed to help adults learn to deliver value to global…

Montgomery, Joel R.

310

AdultsLearning about Science in Free?choice Settings  

Microsoft Academic Search

This paper synthesizes findings from three studies to answer a general question: What do casual, adult visitors learn about science from their science?related experiences in free?choice settings? Specifically we asked whether there are changes in how people think about science in their daily lives, the nature and use of scientific knowledge, and its communication by scientists. The three studies involved

Léonie J. Rennie; Gina F. Williams

2006-01-01

311

Adults' Learning about Science in Free-choice Settings  

Microsoft Academic Search

This paper synthesizes findings from three studies to answer a general question: What do casual, adult visitors learn about science from their science-related experiences in free-choice settings? Specifically we asked whether there are changes in how people think about science in their daily lives, the nature and use of scientific knowledge, and its communication by scientists. The three studies involved

Léonie J. Rennie; Gina F. Williams

2006-01-01

312

Participation in Learning and Wellbeing among Older Adults  

ERIC Educational Resources Information Center

The objective of this research was to identify the effects of participation in learning on the subjective wellbeing of older adults. Data were from the English Longitudinal Study of Ageing (ELSA), a large-scale, nationally representative survey of those aged 50 and above. The survey contains several wellbeing measures and information on three…

Jenkins, Andrew

2011-01-01

313

Effectiveness of Dysphagia Training for Adult Learning Disabilities Support Workers  

ERIC Educational Resources Information Center

This study investigated the effectiveness of a 1-day dysphagia training package delivered to support workers who work with adults with a learning disability. Thirty-eight support staff took part in this study. Twenty-five support staff received training, and 13 did not receive training and therefore acted as a control group. Three questionnaires…

Tredinnick, Gerlind; Cocks, Naomi

2014-01-01

314

Spirituality of South Asian Women: Implications for Adult Learning.  

ERIC Educational Resources Information Center

The implications of the spirituality of South Asian women for adult learning were examined through semistructured interviews of five South Asian women who resided in Canada. The women, who included students, working professionals, mothers, and single women, originated from Nepal, India, Pakistan, and Sri Lanka and were from Hindu, Moslem, and…

Marshall, Jody L.

315

Internal Motivation and Mentorship--Basis for Successful Adult Learning.  

ERIC Educational Resources Information Center

An action research project conducted by British adult students pursuing National Vocational Qualifications demonstrated that learning was inseparable from a sense of personal identity. Personal motivators,such as self-esteem and confidence were vital and external motivators. Such credentials were usually not sufficient to encourage studying.…

O'Donnell, Kate; Thomas, Linda

2003-01-01

316

Clinical Assessment of Adult Sexual Offenders with Learning Disabilities  

ERIC Educational Resources Information Center

Assessment and treatment of adults with learning disabilities who commit sexual offences presents a number of challenges. Much of the professional forensic and psychiatric literature on work with this group concentrates on the development of interventions based on theoretical models of sexual offending originating from the mainstream criminal…

Tudway, Jeremy A.; Darmoody, Malcolm

2005-01-01

317

Learning Projects of Adults of Low Literacy Attainment in Jamaica.  

ERIC Educational Resources Information Center

In response to implications raised by earlier research in the field, a study investigated the learning projects (as defined by Allen Tough, 1971) of a group of nonliterate and semiliterate adults in a small community. Brown's Town, Jamaica, was chosen as the area of the study because Jamaica is a Third World nation that has recently initiated a…

Field, Jeffrey L.

318

Adapting Suitable Spaces in Learning Management Systems to Support Distance Learning in Adults with ADHD  

Microsoft Academic Search

This paper presents an approach to adapt a playful space and an organizational space in Learning Management Systems to support virtual learning in adults with ADHD. The playful space consists of an adaptive videogame and some computer exercises that attempt to train cognitive areas deficient in people with ADHD, providing at the same time a strategy to motivate students. The

Laura Mancera; Silvia Baldiris; Ramon Fabregat; Ferran Vinas; Beatriz Caparros

2011-01-01

319

Statistical learning theory for location fingerprinting in wireless LANs  

Microsoft Academic Search

In this paper, techniques and algorithms developed in the framework of statistical learning theory are analyzed and applied to the problem of determining the location of a wireless de- vice by measuring the signal strengths from a set of access points (location fingerprinting). Statistical Learning Theory provides a rich theoretical basis for the development of models starting from a set

Mauro Brunato; Roberto Battiti

2005-01-01

320

Activity Theory and Higher Education: Evaluating Learning Technologies  

ERIC Educational Resources Information Center

This paper examines current practice in the evaluation of learning technology in the UK and proposes a new approach informed by Activity Theory. It is based on our experiences of using Activity Theory to understand students' and lecturers' experiences of technology-based teaching environments. We discuss the activity of evaluating learning

Scanlon, E.; Issroff, K.

2005-01-01

321

Critically Questioning the Discourse of Transformative Learning Theory  

ERIC Educational Resources Information Center

In this article, the authors critically examine the way discourse enters into and becomes embedded in transformative learning theory, especially from the extrarational or depth psychology perspective. The authors begin by providing an overview of how transformative learning theory has developed in diverse directions, including the extrarational…

Kucukaydin, Ilhan; Cranton, Patricia

2013-01-01

322

Teaching Sociological Theory through Active Learning: The Irrigation Exercise  

ERIC Educational Resources Information Center

For students, theory is often one of the most daunting aspects of sociology--it seems abstract, removed from the concrete events of their everyday lives, and therefore intimidating. In an attempt to break down student resistance to theory, instructors are increasingly turning to active learning approaches. Active learning exercises, then, appear…

Holtzman, Mellisa

2005-01-01

323

Linking Theory to Practice in Learning Technology Research  

ERIC Educational Resources Information Center

We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only…

Gunn, Cathy; Steel, Caroline

2012-01-01

324

Applying Distributed Learning Theory in Online Business Communication Courses.  

ERIC Educational Resources Information Center

Focuses on the critical use of technology in online formats that entail relatively new teaching media. Argues that distributed learning theory is valuable for teachers of online business communication courses for several reasons. Discusses the application of distributed learning theory to the teaching of business communication online. (SG)

Walker, Kristin

2003-01-01

325

A Social Learning Theory Conceptualization of Interpersonal Relationships.  

ERIC Educational Resources Information Center

A new conceptualization of interpersonal relationship, based on the notions of specific and generalized expectancies and other basic tenets of Rotter's social learning theory, is presented. Interpersonal relationships are translated into the language of social learning theory, with its established body of literature and methodology. Two studies…

Duke, Marshall P.; Nowicki, Stephen

326

Pushing the Limits on Theories of Word Learning.  

ERIC Educational Resources Information Center

Describes the richness of Hollich et al.'s model of language acquisition. Presents concerns about focus on object words in word learning research, the phantom child in the model, and the missing affect in theories and research on word learning. Suggests that experimental work inspired by principles and constraints theory and observational work…

Bloom, Lois

2000-01-01

327

Differentiating Phonotactic Probability and Neighborhood Density in Adult Word Learning  

PubMed Central

Purpose The purpose of this study was to differentiate effects of phonotactic probability, the likelihood of occurrence of a sound sequence, and neighborhood density, the number of words that sound similar to a given word, on adult word learning. A second purpose was to determine what aspect of word learning (viz., triggering learning, formation of an initial representation, or integration with existing representations) was influenced by each variable. Method Thirty-two adults were exposed to 16 nonwords paired with novel objects in a story context. The nonwords orthogonally varied in phonotactic probability and neighborhood density. Learning was measured following 1, 4, and 7 exposures in a picture-naming task. Partially correct (i.e., 2 of 3 phonemes correct) and completely correct responses (i.e., 3 of 3 phonemes correct) were analyzed together and independently to examine emerging and partial representations of new words versus complete and accurate representations of new words. Results Analysis of partially correct and completely correct responses combined showed that adults learned a lower proportion of high-probability nonwords than low-probability nonwords (i.e., high-probability disadvantage) and learned a higher proportion of high-density nonwords than low-density nonwords (i.e., high-density advantage). Separate analysis of partially correct responses yielded an effect of phonotactic probability only, whereas analysis of completely correct responses yielded an effect of neighborhood density only. Conclusions These findings suggest that phonological and lexical processing influence different aspects of word learning. In particular, phonotactic probability may aid in triggering new learning, whereas neighborhood density may influence the integration of new lexical representations with existing representations. PMID:17197489

Storkel, Holly L.; Armbruster, Jonna; Hogan, Tiffany P.

2010-01-01

328

Children and adults learn family-resemblance categories analytically.  

PubMed

3 experiments examined the modes of processing used by children and adults in learning family-resemblance categories. The materials were cartoon faces (Experiments 1 and 2) and bugs (Experiment 3) divided into categories that possessed no single defining attributes, but rather several characteristic attributes that were each partially predictive of category membership. The categories were structured so that a holistic mode of processing in which the individual did not selectively weight any given attributes could have led to success. Nevertheless, preschoolers (Experiments 2 and 3), first and third graders (Experiment 1), and adult college students (all experiments) all exhibited primarily analytic modes of learning that consisted of single- and dual-attribute approaches. Although the proportion of analytic learners among the preschoolers was lower than among the adults in Experiment 3, in no case were holistic modes of learning evident. The results are discussed in terms of their implications for young children's apparent relative success in learning natural categories. It is suggested that children's success in learning real-world categories may be based, in part, on an interaction between a basically analytic processing style and natural category structures that provide many partially informative attributes. PMID:2364735

Ward, T B; Vela, E; Hass, S D

1990-06-01

329

Gender Differences in Adult Word Learning  

PubMed Central

In prior work, women were found to outperform men on short-term verbal memory tasks. The goal of the present work was to examine whether gender differences on short-term memory tasks are tied to the involvement of long-term memory in the learning process. In Experiment 1, men and women were compared on their ability to remember phonologically-familiar novel words and phonologically-unfamiliar novel words. Learning of phonologically-familiar novel words (but not of phonologically-unfamiliar novel words) can be supported by long-term phonological knowledge. Results revealed that women outperformed men on phonologically-familiar novel words, but not on phonologically-unfamiliar novel words. In Experiment 2, we replicated Experiment 1 using a within-subjects design, and confirmed gender differences on phonologically-familiar, but not phonologically-unfamiliar stimuli. These findings are interpreted to suggest that women are more likely than men to recruit native-language phonological knowledge during novel word-learning. PMID:21392726

Kaushanskaya, Margarita; Marian, Viorica; Yoo, Jeewon

2011-01-01

330

Towards a Contemporary and Comprehensive Theory of Learning.  

ERIC Educational Resources Information Center

An overarching learning theory is presented, based on assumptions that all learning includes (1) external learner-environment interaction and internal acquisition and elaboration and (2) cognitive, emotional, and social dimensions. The framework depicts four types of learning: cumulative, assimilative, accommodative, and transformative. (Contains…

Illeris, Knud

2003-01-01

331

Cognitive Research, Learning Theory, & Software Design: The Virtual Library.  

ERIC Educational Resources Information Center

Describes design considerations that were made for a software prototype called the Virtual Library that were framed by cognitive research and learning theory. When completed, the software will assist preservice teachers in learning about educational psychology and instructional design. Topics include constructivism, exploratory learning, authentic…

Nicaise, Molly

1998-01-01

332

The Role of Theory in Learning Technology Evaluation Research  

ERIC Educational Resources Information Center

This paper attempts a fundamental analysis of the nature of research into e-learning and the role that theory plays in this. We examine "research" in broad terms, and the nature of phenomena in general. We identify that e-learning is an artificial phenomenon, and that research approaches need to be cognisant of the design elements in e-learning,…

Phillips, Rob; Kennedy, Gregor; McNaught, Carmel

2012-01-01

333

Annual Review of Adult Learning and Literacy. Volume 3. The Jossey-Bass Higher and Adult Education Series.  

ERIC Educational Resources Information Center

This review contains current information on research, policy, and practice in adult literacy and learning for individuals and organizations focused on adult basic education (ABE), adult English for speakers of other languages (ESOL), and adult secondary education (ASE) programs. "The Year 2000 In Review" (Lennox L. McLendon) describes the effects…

Comings, John, Ed.; Garner, Barbara, Ed.; Smith, Cristine, Ed.

334

Computer Game-Based Learning: Perceptions and Experiences of Senior Chinese Adults  

ERIC Educational Resources Information Center

The purpose of this study was to investigate senior Chinese adults' potential acceptance of computer game-based learning (CGBL) by probing their perceptions of computer game play and their perceived impacts of game play on their learning of computer skills and life satisfaction. A total of 60 senior adults from a local senior adult learning center…

Wang, Feihong; Lockee, Barbara B.; Burton, John K.

2012-01-01

335

Digital learning - Theory & Practice : A two Generation Model  

Microsoft Academic Search

This paper attempts to examine various problems in education in Bangladesh- eying adult and young - to explore possible ICT role in addressing those as value addition. Education here refers to both adult learning and education for the younger generation and two variables in fact decipher into three variables namely experience, information and education and tries to examine how those

Mohammad Zakaria

336

Considering Personality Type in Adult Learning: Using the Myers-Briggs Type Indicator in Instructor Preparation at PricewaterhouseCoopers  

ERIC Educational Resources Information Center

This article explores the feasibility of using the Myers-Briggs Type Indicator (MBTI) as a framework for instructor development in a professional services training environment. It explores the consistency of MBTI with common adult learning theory, addresses questions on MBTI's reliability and validity, and explores the applicability of MBTI to the…

Daisley, Richard J.

2011-01-01

337

Sociocultural Learning Theory in Practice: Implications for Athletic Training Educators  

PubMed Central

Objective: To discuss cognitive and sociocultural learning theory literature related to athletic training instructional and evaluation strategies while providing support for the application of these practices in the didactic and clinical components of athletic training education programs. Data Sources: We searched Educational Resources Information Center (ERIC) and Education Abstracts from 1975–2001 using the key words social cognitive, sociocultural learning theory, constructivism, and athletic training education. Current literature in the fields of educational psychology and athletic training education provides the foundation for applying theory to practice with specific emphasis on the theoretic framework and application of sociocultural learning theory strategies in athletic training education. Data Synthesis: Athletic training educators must have a strong fundamental knowledge of learning theory and a commitment to incorporate theory into educational practice. We integrate literature from both fields to generate practical strategies for using sociocultural learning theory in athletic training education. Conclusions/Recommendations: Social cognitive and sociocultural learning theory advocates a constructive, self-regulated, and goal-oriented environment with the student at the center of the educational process. Although a shift exists in athletic training education toward more active instructional strategies with the implementation of competency-based education, many educational environments are still dominated by traditional didactic instructional methods promoting student passivity. As athletic training education programs strive to increase accountability, educators in the field must critically analyze teaching and evaluation methods and integrate new material to ensure that learning is maximized. PMID:12937534

Peer, Kimberly S.; McClendon, Ronald C.

2002-01-01

338

Open to Interpretation: Multiple Intelligences Theory in Adult Literacy Education. NCSALL Research Brief.  

ERIC Educational Resources Information Center

The Adult Multiple Intelligences Study was the first systematic effort related to multiple intelligences (MI) theory in adult literacy education. The study's findings regarding MI theory served as the foundation for a study of MI theory's implications for adult literacy practice, policy, and research. The study was conducted across 10 different…

Kallenbach, Silja; Viens, Julie

339

Toward a New Motivation to Learn Framework for Older Adult Learners  

ERIC Educational Resources Information Center

Although existing literature addresses adults' motivation to learn, and some specifically focuses on older adults, it is now recognized that older adults are more heterogeneous and complex than other age groups. Therefore, this study seeks to provide an alternative theoretical framework to investigate motivation to learn for older adult learners…

Lin, Yi-Yin; Sandmann, Lorilee R.

2012-01-01

340

Beyond Decoding: Adults with Dyslexia Have Trouble Forming Unified Lexical Representations across Pseudoword Learning Episodes  

ERIC Educational Resources Information Center

Purpose: To examine how adults with dyslexia versus adults with typical reading form lexical representations during pseudoword learning. Method: Twenty adults with dyslexia and 20 adults with typical reading learned meanings, spellings, and pronunciations of 16 pictured pseudowords, (half with regular and half with irregular grapheme-phoneme…

Howland, Karole A.; Liederman, Jacqueline

2013-01-01

341

Theories of learning: a computer game perspective  

Microsoft Academic Search

Computer games provide a good environment for learning. Players learn to play the game without being taught didactically as the learning process takes place naturally in the virtual world. Learning is no longer a process of knowledge transfer from the expert to the novice. Learners need to construct the knowledge themselves by interacting with the environment. It is beneficial to

Ang Chee Siang; Radha Krishna Rao

2003-01-01

342

Constructivist Learning Theory and Climate Science Communication  

NASA Astrophysics Data System (ADS)

Communicating climate science is a form of education. A scientist giving a television interview or testifying before Congress is engaged in an educational activity, though one not identical to teaching graduate students. Knowledge, including knowledge about climate science, should never be communicated as a mere catalogue of facts. Science is a process, a way of regarding the natural world, and a fascinating human activity. A great deal is already known about how to do a better job of science communication, but implementing change is not easy. I am confident that improving climate science communication will involve the paradigm of constructivist learning theory, which traces its roots to the 20th-century Swiss epistemologist Jean Piaget, among others. This theory emphasizes the role of the teacher as supportive facilitator rather than didactic lecturer, "a guide on the side, not a sage on the stage." It also stresses the importance of the teacher making a serious effort to understand and appreciate the prior knowledge and viewpoint of the student, recognizing that students' minds are not empty vessels to be filled or blank slates to be written on. Instead, students come to class with a background of life experiences and a body of existing knowledge, of varying degrees of correctness or accuracy, about almost any topic. Effective communication is also usually a conversation rather than a monologue. We know too that for many audiences, the most trusted messengers are those who share the worldview and cultural values of those with whom they are communicating. Constructivist teaching methods stress making use of the parallels between learning and scientific research, such as the analogies between assessing prior knowledge of the audience and surveying scientific literature for a research project. Meanwhile, a well-funded and effective professional disinformation campaign has been successful in sowing confusion, and as a result, many people mistakenly think climate change science is unreliable or is controversial within the expert community. Thus, an urgent task for climate scientists may be to give the public useful guidelines for recognizing and rejecting junk science and disinformation.

Somerville, R. C.

2012-12-01

343

A study of adults' perceptions of learning in two science museums  

NASA Astrophysics Data System (ADS)

The purpose of this study was to determine whether adults who visited either the Gulf Coast World of Science or the Orlando Science Center with a child perceived that they had learned as a result of their visit and what factors would predict adult learning within the museum setting. Data were collected during summer, 1997 from 196 visitors to either the Gulf Coast World of Science in Sarasota, Florida or the Orlando Science Center. Respondents to the paper-and-pen survey instrument provided information on their perceptions of learning while at the museum, reasons for visiting, ease of interacting with exhibits, whether they or the child initiated interaction, and demographic information about themselves and the child. Results revealed that a majority of visitors (89%) perceived they learned as a result of their visit. Visitors most often reported learning science information, and learning from interacting with exhibits and reading exhibit signs. Very few indicated they had talked with museum staff. While children most often approached exhibits, it was the adult who initiated interaction. An exploratory factor analysis on reasons for visiting a science center revealed two factors, an informal learning and a recreational factor. Of respondents who reported visiting the science center for educational reasons, an overwhelming number perceived that they had learned. Overall, demographics had no significant relationship to perceived learning in the museum setting. Gender, educational level, age, museum membership, whether they would visit without a child, and time of arrival had no relationship to perceived learning either individually or in any combination. In spite of differences in physical facilities at the two sites, few significant differences were revealed in the characteristics of the visitors or in their perceptions of learning. Because visitors most often learn from exhibits, signs, and discussions with others in their group, and seldom from museum staff, museums should evaluate their exhibits and signs to ensure that they present scientific information and encourage interaction. Further, since science information, rather than more in-depth application or theory, was cited as knowledge most often gained, museum learning should be presented to stimulate curiosity and encourage further inquiry, perhaps even beyond the museum setting.

Farrell, Elva Sears

344

On the Possibility of a Reinforcement Theory of Cognitive Learning.  

ERIC Educational Resources Information Center

This paper discusses cognitive learning in terms of reinforcement theory and presents arguments suggesting that a viable theory of cognition based on reinforcement principles is not out of the question. This position is supported by a discussion of the weaknesses of theories based entirely on contiguity and of considerations that are more positive…

Smith, Kendon

345

LEAD 2000. Learning Enhancement for Adults with Disabilities. Final Performance and Financial Report.  

ERIC Educational Resources Information Center

The Learning Enhancement for Adults with Disabilities (LEAD 2000) project was undertaken at Jones Learning Center of the University of the Ozarks to build a knowledge base regarding the literacy and learning needs of adults with learning disabilities (LDs) and to develop a pragmatic action plan to meet those needs. Information for the knowledge…

Spillane, Stephen A.; Newlin, E. W.

346

Training in the Laboratory Animal Science Community: Strategies to Support Adult Learning  

Microsoft Academic Search

The essence of learning is change; learning is the process by which learners customize new information to make it per- sonally meaningful and relevant. Training is the process of helping students make those changes. Research indicates that adults learn differently than children or adolescents and that adults consistently use the following six learning strat- egies: prior experiences; conversations; metacognition; re-

Jackie Dobrovolny; James Stevens; Leticia V. Medina

2007-01-01

347

Online Learning from Input versus Offline Memory Evolution in Adult Word Learning: Effects of Neighborhood Density and Phonologically Related Practice  

ERIC Educational Resources Information Center

Purpose: In this study, the authors investigated adult word learning to determine how neighborhood density and practice across phonologically related training sets influence online learning from input during training versus offline memory evolution during no-training gaps. Method: Sixty-one adults were randomly assigned to learn low- or…

Storkel, Holly L.; Bontempo, Daniel E.; Pak, Natalie S.

2014-01-01

348

RSMAS TA Training: Basic Learning Theories  

E-print Network

of others. Model: Attention, Retention, Reproduction, Motivation Vygotsky's Social Development Theory with sound logical theories 2. Convergers: provided with practical applications of concepts 3. Accommodators

Miami, University of

349

Reconstructing Constructivism: Causal Models, Bayesian Learning Mechanisms, and the Theory Theory  

ERIC Educational Resources Information Center

We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework…

Gopnik, Alison; Wellman, Henry M.

2012-01-01

350

A Critical Theory Perspective on Accelerated Learning.  

ERIC Educational Resources Information Center

Critically analyzes accelerated learning using concepts from Herbert Marcuse (rebellious subjectivity) and Erich Fromm (automaton conformity). Concludes that, by providing distance and separation, accelerated learning has more potential to stimulate critical autonomous thought. (SK)

Brookfield, Stephen D.

2003-01-01

351

Reinforcement Learning in Young Adults with Developmental Language Impairment  

PubMed Central

The aim of the study was to examine reinforcement learning (RL) in young adults with developmental language impairment (DLI) within the context of a neurocomputational model of the basal ganglia-dopamine system (Frank et al., 2004). Two groups of young adults, one with DLI and the other without, were recruited. A probabilistic selection task was used to assess how participants implicitly extracted reinforcement history from the environment based on probabilistic positive/negative feedback. The findings showed impaired RL in individuals with DLI, indicating an altered gating function of the striatum in testing. However, they exploited similar learning strategies as comparison participants at the beginning of training, reflecting relatively intact functions of the prefrontal cortex to rapidly update reinforcement information. Within the context of Frank’s model, these results can be interpreted as evidence for alterations in the basal ganglia of individuals with DLI. PMID:22921956

Lee, Joanna C.; Tomblin, J. Bruce

2012-01-01

352

Using Learning Styles Theory in Engineering Education  

ERIC Educational Resources Information Center

Studies have shown that, while learning different concepts, people sometimes take different approaches (learning styles). Accordingly, their performance reflected differently in their academic studies. With the effect of globalisation to the educational environments, the influence of individual learning styles on educational performance is getting…

Cagiltay, Nergiz Ercil

2008-01-01

353

Cooperative Learning: Integrating Theory and Practice  

ERIC Educational Resources Information Center

Although cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how to introduce it into their classrooms. This text highlights the strategies teachers can use to challenge student thinking and scaffold their learning as well as the strategies students…

Gillies, Robyn M.

2007-01-01

354

Cohort Programming and Learning: Improving Educational Experiences for Adult Learners. Professional Practices in Adult Education and Human Resource Development Series.  

ERIC Educational Resources Information Center

This book, which is intended for adult educators and human resource developers, presents guidelines for using the principles of cohort programming and learning to improve adult learners' educational experiences. The following are among the topics covered in the book's eight chapters: (1) cohort programming and learning (cohort programs defined;…

Saltiel, Iris M.; Russo, Charline S.

355

Blending Face-to-Face and Distance Learning Methods in Adult and Career-Technical Education. Practice Application Brief No. 23.  

ERIC Educational Resources Information Center

Both face-to-face and distance learning methods are currently being used in adult education and career and technical education. In theory, the advantages of face-to-face and distance learning methods complement each other. In practice, however, both face-to-face and information and communications technology (ICT)-based distance programs often rely…

Wonacott, Michael E.

356

Microburst Teaching and Learning.  

ERIC Educational Resources Information Center

Introduces Microburst Teaching and Learning, a strategy for combining various teaching styles and methods in 'bursts' with different learning styles to enhance the learning process. The model accommodates adult learning theory, adult attention span, learner motivation, the variety of learning styles found in learners, and the need for efficiency.…

Vaughn, Lisa; del Rey, Javier Gonzalez; Baker, Raymond

2001-01-01

357

The Effect of a "Learning Theories" Unit on Students' Attitudes toward Learning  

ERIC Educational Resources Information Center

People can improve themselves cognitively, professionally, academically, and in terms of their quality of life by continuous learning. Teachers, who are charged with bringing up new members of society, have to be aware of the importance of developing the ability to learn. This study examined how their knowledge of learning theories affected the…

Kara, Ahmet

2009-01-01

358

Activity Theory and Situated Learning Theory: Contrasting Views of Educational Practice  

ERIC Educational Resources Information Center

The purpose of this article is to offer a critical discussion of the practice turn in contemporary educational research. In order to make the discussion specific, I use two influential theories, namely activity theory and situated learning theory. They both turn to the notion of practice in order to overcome the limitations of mentalist and…

Arnseth, Hans Christian

2008-01-01

359

Active and Collaborative Learning in an Undergraduate Sociological Theory Course  

ERIC Educational Resources Information Center

In this article, the author describes the use of active and collaborative learning strategies in an undergraduate sociological theory course. A semester-long ethnographic project is the foundation for the course; both individual and group participation contribute to the learning process. Assessment findings indicate that students are able, through…

Pedersen, Daphne E.

2010-01-01

360

Toward a Semiotic Theory of Choice and of Learning  

ERIC Educational Resources Information Center

In this essay, Andrew Stables and Stephen Gough explore some of the implications for educational policy and practice of a view of living (and, therefore, of learning) as semiotic engagement. Such a view, Stables and Gough argue, has the potential to displace or circumvent essentially Cartesian models currently dominant within learning theory

Stables, Andrew; Gough, Stephen

2006-01-01

361

A schema theory of discrete motor skill learning  

Microsoft Academic Search

Argues that although a number of closed-loop postulations to explain motor skills learning and performance phenomena have appeared recently, each of these views suffers from either (a) logical problems in explaining the phenomena or (b) predictions that are not supported by the empirical evidence. After these difficulties are discussed, a new theory for discrete motor learning is proposed that is

Richard A. Schmidt

1975-01-01

362

Behaviorism vs. Humanism: Two Contrasting Approaches to Learning Theory  

ERIC Educational Resources Information Center

Presented are summaries of the salient features of the two theories of learning and a brief consideration of their applicability to various learning situations. Skinner and Thorndike are the major theoriests chosen to represent the behaviorist school while Rogers and Maslow have been selected to represent the humanist school. (Author/NG)

Alonzo, Thomas M.; And Others

1977-01-01

363

Prediction of Absenteeism in College Students Using Social Learning Theory.  

ERIC Educational Resources Information Center

Describes a study which used scales based on Rotter's social learning theories to predict absenteeism among community college students. Only two variables were significantly related to avoidable absences: high concern for grades was related to high absenteeism and belief in the importance of attendance for learning was related to low absenteeism.…

McCutcheon, Lynn

1989-01-01

364

Theories of Willpower Affect Sustained Learning  

PubMed Central

Building cognitive abilities often requires sustained engagement with effortful tasks. We demonstrate that beliefs about willpower–whether willpower is viewed as a limited or non-limited resource–impact sustained learning on a strenuous mental task. As predicted, beliefs about willpower did not affect accuracy or improvement during the initial phases of learning; however, participants who were led to view willpower as non-limited showed greater sustained learning over the full duration of the task. These findings highlight the interactive nature of motivational and cognitive processes: motivational factors can substantially affect people’s ability to recruit their cognitive resources to sustain learning over time. PMID:22745675

Miller, Eric M.; Walton, Gregory M.; Dweck, Carol S.; Job, Veronika; Trzesniewski, Kali H.; McClure, Samuel M.

2012-01-01

365

Exploring the role of explicit knowledge in adult second language learning: language proficiency, pedagogical grammar and language learning strategies  

Microsoft Academic Search

It is often assumed that adults learn more successfully by drawing on explicit knowledge. In the field of second language (L2) learning, this assumption has been applied to both knowledge about language learning and knowledge about language, as exemplified respectively by research into the use of language learning strategies and the relationship between metalinguistic knowledge and L2 proficiency in formal

Karen Roehr

2004-01-01

366

SimStudent: A computational model of human learning to advance theories in the sciences of learning  

E-print Network

to explore theories of tutor learning and other social and motivational factors of learning. PI: Kenneth RSimStudent: A computational model of human learning to advance theories in the sciences of learning What is SimStudent? SimStudent is a computational model of human learning. We are particularly

367

Adult Learners' Perceptions of a Professional Development Program Comparing Live Distance Learning versus Live Local Learning  

ERIC Educational Resources Information Center

Reduced corporate training budgets require cost efficiencies in professional development. Distance learning, with its lower intrinsic costs, will likely become more prevalent. Therefore, the educational experience will change for many professionals. The objective of this study was to examine the perceptions of adult learners attending a drug…

Buxton, Eric; De Muth, James

2012-01-01

368

Adult learners learning from experience: using a reflective practice model to support work?based learning  

Microsoft Academic Search

The learning achieved by individuals through their work?based activity is unique and differentially experienced. It involves a combination of intuitive reasoning, inference and inductive thinking which is normally tacit and not available for analysis. In this paper I present research undertaken with groups of adult students training to work as mentors on a community mentoring project, in an attempt to

Elaine Cox

2005-01-01

369

Realizing Wisdom Theory in Complex Learning Networks  

ERIC Educational Resources Information Center

The word "wisdom" is rarely seen in contemporary technology and learning discourse. This conceptual paper aims to provide some clear principles that answer the question: How can we establish wisdom in complex learning networks? By considering the nature of contemporary calls for wisdom the paper provides a metatheoretial framework to evaluate the…

Kok, Ayse

2009-01-01

370

Extreme learning machine: Theory and applications  

Microsoft Academic Search

It is clear that the learning speed of feedforward neural networks is in general far slower than required and it has been a major bottleneck in their applications for past decades. Two key reasons behind may be: (1) the slow gradient-based learning algorithms are extensively used to train neural networks, and (2) all the parameters of the networks are tuned

Guang-Bin Huang; Qin-Yu Zhu; Chee-Kheong Siew

2006-01-01

371

The Theory and Practice of Learning.  

ERIC Educational Resources Information Center

This book aims to provide interested practitioners with a little of the theoretical underpinnings of modern educational practices that center on learning. The book is divided into three sections. The first two chapters show how and why learning has gradually replaced education in the educational vocabulary. The next five chapters explore some of…

Jarvis, Peter; Holford, John; Griffin, Colin

372

Apprenticeship: from learning theory to practice  

Microsoft Academic Search

To meet the requirements of an increasingly innovative and competitive environment, workers need to continuously develop and maintain competence. Consequently, initial vocational education and training should prepare (future) workers by providing a basis for lifelong learning in developing both routine and flexible competence. The question is whether workplace learning in initial VET contributes to this aim. To describe WPL processes

Cindy Louise Poortman; Knud Illeris; Loek Nieuwenhuis

2011-01-01

373

Learning Theory for Collaborative Large Shared Digital Spaces  

ERIC Educational Resources Information Center

This research applies Socio-Cultural theory and Distributed Cognition/Activity theory to conceptualize the design of collaborative learning activities in large shared digital spaces. The paper begins by providing a summary of previous work in the creation of a technology platform for large shared digital spaces. It then details how Socio-Cultural…

McGivern, Daniela; Morgan, Michael; Butler, Matthew

2012-01-01

374

Participatory Learning Theories: A Framework for Early Childhood Pedagogy  

ERIC Educational Resources Information Center

This paper continues scholarly conversations about appropriate theories of development to underpin early childhood pedagogy. It focuses on sociocultural theoretical perspectives and proposes that participatory learning theories (PLTs) underpin pedagogy built on principles specified in three curricular documents. Further, the paper argues that the…

Hedges, Helen; Cullen, Joy

2012-01-01

375

Community Service-Learning and Cultural-Historical Activity Theory  

ERIC Educational Resources Information Center

This paper explores the potential of cultural-historical activity theory (CHAT), to provide new insights into community service-learning (CSL) in higher education. While CSL literature acknowledges the influences of John Dewey and Paolo Freire, discussion of the potential contribution of cultural-historical activity theory, rooted in the work of…

Taylor, Alison

2014-01-01

376

Learning, Theories of Learning, and Units of Analysis in Research  

ERIC Educational Resources Information Center

Over the past decades research on learning has become more diverse and complex. The concern expressed by Alexander, Schallert, and Reynolds (2009/this issue) is that this diversity of theoretical perspectives has resulted in a fragmentation that is destructive to the field. Although it is important to engage in explicit discussions of how learning

Saljo, Roger

2009-01-01

377

The Attribution Theory of Learning and Advising Students on Academic Probation  

ERIC Educational Resources Information Center

Academic advisors need to be knowledgeable of the ways students learn. To aid advisors in their exploration of learning theories, I provide an overview of the attribution theory of learning, including recent applications of the theory to research in college student learning. An understanding of this theory may help advisors understand student…

Demetriou, Cynthia

2011-01-01

378

Systemic Family Therapy Using the Reflecting Team: The Experiences of Adults with Learning Disabilities  

ERIC Educational Resources Information Center

This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate…

Anslow, Katharine

2014-01-01

379

Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes  

ERIC Educational Resources Information Center

As instructors move further into the incorporation of 21st century technologies in adult education, a new paradigm of digitally-enriched mediated learning has emerged. This book provides a comprehensive framework of trends and issues related to adult learning for the facilitation of authentic learning in the age of digital technology. This…

Kidd, Terry T., Ed.; Keengwe, Jared, Ed.

2010-01-01

380

Perspectives on Adults Learning Mathematics: Research and Practice. Mathematics Education Library.  

ERIC Educational Resources Information Center

This book contains 22 papers that are designed to situate research and practice in adults learning mathematics within the wider field of lifelong learning and lifelong education. The following papers are included: "Introduction" (Diana Coben, Gail E. FitzSimons, John O'Donoghue); "Review of Research on Adults Learning Mathematics" (Diana Coben);…

Coben, Diana, Ed.; O'Donoghue, John, Ed.; FitzSimons, Gail E., Ed.

381

Inventing and Re-Inventing Identity: Exploring the Potential of Mobile Learning in Adult Education  

ERIC Educational Resources Information Center

This article explores the potential of mobile learning in adult education with a particular focus on identity formation and self-representation. It draws on the mobile learning experiences implemented within MyMobile--Education on the move, a European project (2010-2012) whose main purpose was to develop guidelines for mobile learning in adult

Ranieri, Maria; Pachler, Norbert

2014-01-01

382

Concepts, Theories and Design Components for Nutrition Education Programs Aimed at Older Adults  

Microsoft Academic Search

This article examines characteristics of older adult learners and discusses adult education theory and empowerment concepts, along with nutrition education and behavioral change strategies for older adult nutrition education programs. Design components for older adult nutrition education programs are presented. Educational and behavioral change strategies should be selected based on characteristics of the intended audience, including their nutrition needs, wants

Mary Meck Higgins; Mary Clarke Barkley

2003-01-01

383

A multimedia adult literacy program: Combining NASA technology, instructional design theory, and authentic literacy concepts  

NASA Technical Reports Server (NTRS)

For a number of years, the Software Technology Branch of the Information Systems Directorate has been involved in the application of cutting edge hardware and software technologies to instructional tasks related to NASA projects. The branch has developed intelligent computer aided training shells, instructional applications of virtual reality and multimedia, and computer-based instructional packages that use fuzzy logic for both instructional and diagnostic decision making. One outcome of the work on space-related technology-supported instruction has been the creation of a significant pool of human talent in the branch with current expertise on the cutting edges of instructional technologies. When the human talent is combined with advanced technologies for graphics, sound, video, CD-ROM, and high speed computing, the result is a powerful research and development group that both contributes to the applied foundations of instructional technology and creates effective instructional packages that take advantage of a range of advanced technologies. Several branch projects are currently underway that combine NASA-developed expertise to significant instructional problems in public education. The branch, for example, has developed intelligent computer aided software to help high school students learn physics and staff are currently working on a project to produce educational software for young children with language deficits. This report deals with another project, the adult literacy tutor. Unfortunately, while there are a number of computer-based instructional packages available for adult literacy instruction, most of them are based on the same instructional models that failed these students when they were in school. The teacher-centered, discrete skill and drill-oriented, instructional strategies, even when they are supported by color computer graphics and animation, that form the foundation for most of the computer-based literacy packages currently on the market may not be the most effective or most desirable way to use computer technology in literacy programs. This project is developing a series of instructional packages that are based on a different instructional model - authentic instruction. The instructional development model used to create these packages is also different. Instead of using the traditional five stage linear, sequential model based on behavioral learning theory, the project uses the recursive, reflective design and development model (R2D2) that is based on cognitive learning theory, particularly the social constructivism of Vygotsky, and an epistemology based on critical theory. Using alternative instructional and instructional development theories, the result of the summer faculty fellowship is LiteraCity, a multimedia adult literacy instructional package that is a simulation of finding and applying for a job. The program, which is about 120 megabytes, is distributed on CD-ROM.

Willis, Jerry W.

1993-01-01

384

Derivative reproducing properties for kernel methods in learning theory  

NASA Astrophysics Data System (ADS)

The regularity of functions from reproducing kernel Hilbert spaces (RKHSs) is studied in the setting of learning theory. We provide a reproducing property for partial derivatives up to order s when the Mercer kernel is C2s. For such a kernel on a general domain we show that the RKHS can be embedded into the function space Cs. These observations yield a representer theorem for regularized learning algorithms involving data for function values and gradients. Examples of Hermite learning and semi-supervised learning penalized by gradients on data are considered.

Zhou, Ding-Xuan

2008-10-01

385

Lifelong Learning, Lifelong Education and Adult Education in Higher Institutions of Learning in Eastern Africa: The Case of Makerere University Institute of Adult and Continuing Education  

ERIC Educational Resources Information Center

This paper advocates for policy recognition of lifelong learning by institutions of higher learning and governments in Eastern Africa. Lifelong learning and lifelong education are two concepts that aim at widening access to and the participation of adult learners in the acquisition of new knowledge, skills, values and attitudes. There are many…

Openjuru, George L.

2011-01-01

386

Computational Machine Learning in Theory and Praxis ?  

E-print Network

of decision trees. 1 Introduction In the past three decades, the art of machine learning has evolved from two, genetic algorithms, genetic programming, artificial neural networks, and the like. These statistical

Vitanyi, Paul M.B.

387

Machine learning approach for classification of ADHD adults.  

PubMed

Machine learning techniques that combine multiple classifiers are introduced for classifying adult attention deficit hyperactivity disorder (ADHD) subtypes based on power spectra of EEG measurements. The analyzed sample includes 117 adults (67 ADHD, 50 controls). The measurements are taken for four different conditions: two resting conditions (eyes open and eyes closed) and two neuropsychological tasks (visual continuous performance test and emotional continuous performance test). We divide the sample into four data sets, one for each condition. Each data set is used for training of four different support vector machine classifiers, while the output of classifiers is combined using logical expression derived from the Karnaugh map. The results show that this approach improves the discrimination between ADHD and control groups, as well as between ADHD subtypes. PMID:23361114

Tenev, Aleksandar; Markovska-Simoska, Silvana; Kocarev, Ljupco; Pop-Jordanov, Jordan; Müller, Andreas; Candrian, Gian

2014-07-01

388

Integrating Theory and Data in Category Learning  

Microsoft Academic Search

.11> Categories and Concepts, Cambridge, MA: HarvardUniversity Press.Towell, G.G. & Shavlik, J.W. (1991). Refining symbolic knowledge using neural networks.Proceedings of the First International Workshop on Multistrategy Learning (pp. 257-272).Fairfax, VA: George Mason University.Utgoff, P.E. (1989). Incremental induction of decision trees. Machine Learning, 4, 161-186.44Nakamura, G.V. (1985). Knowledge-based classification of ill-defined categories. Memoryand Cognition, 13, 377-84....

Raymond J. Mooney

1992-01-01

389

Hand Movement Effects on Word Learning and Retrieval in Adults  

PubMed Central

The present study investigated the effect of performing an intentional non-meaningful hand movement on subsequent lexical acquisition and retrieval in healthy adults. Twenty-five right-handed healthy individuals were required to learn the names (2-syllable legal nonwords) for a series of unfamiliar objects. Participants also completed a familiar picture naming task to investigate the effects of the intentional non-meaningful movement on lexical retrieval. Results revealed that performing this hand movement immediately before linguistic tasks interfered with both new word learning and familiar picture naming when compared with no movement. These results extend previous findings of dual task interference effects in healthy individuals, suggesting that complex, non-meaningful, hand movements can also interfere with subsequent lexical acquisition and retrieval. PMID:23342020

Ciantar, Jessica; Finch, Emma; Copland, David A.

2013-01-01

390

Andragogy for Teen and Young Adult Learners with Intellectual Disabilities: Learning, Independence, and Best Practices  

ERIC Educational Resources Information Center

Teens and young adults with Intellectual Disabilities (ID) meet the criteria of teen and adult learners chronologically, but may be deficient in many other areas of teen and adult learning. The spectrum of intellectual and adaptive capabilities among teens and adults with ID is vast, with each individual being unique. There are specific teaching…

Bowman, Stephanie L.; Plourde, Lee A.

2012-01-01

391

A qualitative study of middle school students' perceptions of factors facilitating the learning of science: Grounded theory and existing theory  

NASA Astrophysics Data System (ADS)

The purpose of this study was to explore middle school students' perceptions of what factors facilitated their learning of science. Florida's Educational Reform Act of 1983 funded programs providing the state's precollege students with summer learning opportunities in science. mathematics, and computers. The programs were intended to encourage the development of creative approaches to the teaching of these disciplines. Under this program, between 50 and 60 high-achieving middle school students were in residence on the University of South Florida campus for 12 consecutive days of study in the World of Water (WOW) program. There were two sessions per summer involving a total of 572 participants. Eighi specially trained teachers were in residence with the students. Between 50 and 70 experts from the university, government. business, and industry interacted with the students each year in an innovative science/technology/society (STS) program. An assignment toward the close of the program asked students to reflect on their experiences in residence at the university and write an essay comparing learning in the WOW program to learning in their schools. Those essays were the base for this study. This was a qualitative study using a discursive approach to emergent design to generate grounded theory. Document review, participant observation, and open-ended interviews were used to gather and triangulate data in five phases. Some of the factors that middle school students perceived as helpful to learning science were (a) experiencing the situations about which they were learning; (b) having live presentations by professional experts; (c) doing hands-on activities: (d) being active learners; (e) using inductive reasoning to generate new knowledge; (f) exploring transdisciplinary approaches to problem solving; (g) having adult mentors; (h) interacting with peers and adults; (i) establishing networks; (j) having close personal friends who shared their interest in learning; (k) trusting the individuals in their learning environment, including adults and students; and (1) experiencing a sense of self-reliance. The preceding information was used to generate a series of hypotheses which were woven into a theoretical model. This model suggests that middle school science teacher education would be enhanced by helping prospective and in-service teachers develop and implement strategies that build trust, provide immersion in learning, and use inductive reasoning. This model is currently being used as the theoretical base to convert a traditional junior high school in the South to a middle school.

Spector, Barbara S.; Gibson, Charles W.

392

Adult Learning in the Caribbean at the Beginning of a New Century.  

ERIC Educational Resources Information Center

To encourage male participation in adult learning, especially education aimed at antiviolence, parenting skills, and attitudes toward women, adult educators should use creative marketing strategies. Knowledge of marketing principles should be applied to both program design and promotion. (SK)

Ramsay, Angela

2001-01-01

393

Mean-field theory of meta-learning  

NASA Astrophysics Data System (ADS)

We discuss here the mean-field theory for a cellular automata model of meta-learning. Meta-learning is the process of combining outcomes of individual learning procedures in order to determine the final decision with higher accuracy than any single learning method. Our method is constructed from an ensemble of interacting, learning agents that acquire and process incoming information using various types, or different versions, of machine learning algorithms. The abstract learning space, where all agents are located, is constructed here using a fully connected model that couples all agents with random strength values. The cellular automata network simulates the higher level integration of information acquired from the independent learning trials. The final classification of incoming input data is therefore defined as the stationary state of the meta-learning system using simple majority rule, yet the minority clusters that share the opposite classification outcome can be observed in the system. Therefore, the probability of selecting a proper class for a given input data, can be estimated even without the prior knowledge of its affiliation. The fuzzy logic can be easily introduced into the system, even if learning agents are built from simple binary classification machine learning algorithms by calculating the percentage of agreeing agents.

Plewczynski, Dariusz

2009-11-01

394

A Reformulation of the Theory of Experiential Learning Appropriate for Instruction in Formal Business Education.  

ERIC Educational Resources Information Center

Traces the origins of experiential learning in the work of Erasmus, Rousseau, and Dewey. Points out problems in Dewey's theory of experience. Explains four learning strategies that define experiential learning as meaningful learning. (SK)

Ekpenyong, Lawrence E.

1999-01-01

395

Psycholinguistic Theory of Learning to Read Compared to the Traditional Theory Model.  

ERIC Educational Resources Information Center

A comparison of two models of the reading process--the psycholinguistic model, in which learning to read is seen as a top-down, holistic procedure, and the traditional theory model, in which learning to read is seen as a bottom-up, atomistic procedure--is provided in this paper. The first part of the paper provides brief overviews of the following…

Murphy, Robert F.

396

Asymptotic learning curve and renormalizable condition in statistical learning theory  

NASA Astrophysics Data System (ADS)

Bayes statistics and statistical physics have the common mathematical structure, where the log likelihood function corresponds to the random Hamiltonian. Recently, it was discovered that the asymptotic learning curves in Bayes estimation are subject to a universal law, even if the log likelihood function can not be approximated by any quadratic form. However, it is left unknown what mathematical property ensures such a universal law. In this paper, we define a renormalizable condition of the statistical estimation problem, and show that, under such a condition, the asymptotic learning curves are ensured to be subject to the universal law, even if the true distribution is unrealizable and singular for a statistical model. Also we study a nonrenormalizable case, in which the learning curves have the different asymptotic behaviors from the universal law.

Watanabe, Sumio

2010-06-01

397

Infant cognitive training preshapes learning-relevant prefrontal circuits for adult learning: learning-induced tagging of dendritic spines.  

PubMed

Work in various animal models has demonstrated that cognitive training in infancy has a greater effect on adult cognitive performance than pretraining in adulthood. Since the underlying synaptic mechanisms are unclear, the aim of this study was to test the working hypothesis that associative training "preshapes" synaptic circuits in the developing infant brain and thereby improves learning in adulthood. Using a two-way active avoidance (TWA) paradigm, we found that avoidance training during infancy, even though the infant rats were not capable to learn a successful avoidance strategy, improves avoidance learning in adulthood. On the neuroanatomical level we show here for the first time that infant TWA training in the ventromedial prefrontal cortex suppresses developmental spine formation. In contrast in the lateral orbitofrontal cortex, developmental spine pruning is suppressed, possibly by "tagging" activated synapses, which thereby are protected from being eliminated. Moreover, we demonstrate that infant TWA training alters learning-induced synaptic plasticity in the adult brain. The synaptic and dendritic changes correlate with specific behavioral parameters. Taken together, these results support the working hypothesis that infant cognitive training interferes with developmental reorganization and maturation of dendritic spines and thereby "optimizes" prefrontal neuronal circuits for adult learning. PMID:23771981

Bock, Joerg; Poeggel, Gerd; Gruss, Michael; Wingenfeld, Katharina; Braun, Katharina

2014-11-01

398

Theory of Mind Experience Sampling in Typical Adults  

PubMed Central

We explored the frequency with which typical adults make Theory of Mind (ToM) attributions, and under what circumstances these attributions occur. We used an experience sampling method to query 30 typical adults about their everyday thoughts. Participants carried a Personal Data Assistant (PDA) that prompted them to categorize their thoughts as Action, Mental State, or Miscellaneous at approximately 30 pseudo-random times during a continuous 10-hr period. Additionally, participants noted the direction of their thought (self vs. other) and degree of socializing (with people vs. alone) at the time of inquiry. We were interested in the relative frequency of ToM (mental state attributions) and how prominent they were in immediate social exchanges. Analyses of multiple choice answers suggest that typical adults: 1) spend more time thinking about actions than mental states and miscellaneous things, 2) exhibit a higher degree of own- versus other-directed thought when alone, and 3) make mental state attributions more frequently when not interacting (offline) than while interacting with others (online). A significant 3-way interaction between thought type, direction of thought, and socializing emerged because action but not mental state thoughts about others occurred more frequently when participants were interacting with people versus when alone; whereas there was an increase in the frequency of both action and mental state attributions about the self when participants were alone as opposed to socializing. A secondary analysis of coded free text responses supports findings 1–3. The results of this study help to create a more naturalistic picture of ToM use in everyday life and the method shows promise for future study of typical and atypical thought processes. PMID:23685620

Coffey, Anna; Povinelli, Daniel J.; Pruett, John R.

2013-01-01

399

Adults' Informal Learning: Definitions, Findings, Gaps, and Future Research. NALL Working Paper #21.  

ERIC Educational Resources Information Center

This paper on adult informal learning is divided into four sections. Section 1 examines different conceptions of informal learning and the issues and limitations associated with alternative definitions of informal learning. Section 2 is a review of empirical research on the estimated extent, role, and outcomes of informal learning and posited…

Livingstone, D. W.

400

Facing Learning Disabilities in the Adult Years. Understanding Dyslexia, ADHD, Assessment, Intervention, and Research.  

ERIC Educational Resources Information Center

This text provides information on learning disabilities in adults and offers practical ways to compensate. Chapters address: (1) definitions of learning disability; (2) etiology of learning disabilities; (3) our cognitive or thinking systems; (4) different assessment settings and some of the tests used to diagnose a learning disability; (5)…

Shapiro, Joan; Rich, Rebecca

401

Melding Sound Learning Theory and Practices  

ERIC Educational Resources Information Center

Online learning has become a well-respected alternative to traditional bricks and mortar. Almost every institution of higher education in the United States, and many secondary educational institutions, feature opportunities for students to take courses, if not earn an entire degree, online. Community colleges have been at the forefront of this…

O'Banion, Terry

2005-01-01

402

Apprenticeship: From Learning Theory to Practice  

ERIC Educational Resources Information Center

To meet the requirements of an increasingly innovative and competitive environment, workers need to continuously develop and maintain competence. Consequently, initial vocational education and training should prepare (future) workers by providing a basis for lifelong learning in developing both routine and flexible competence. The question is…

Poortman, Cindy Louise; Illeris, Knud; Nieuwenhuis, Loek

2011-01-01

403

Transformative Learning Theory in Gerontology: Nontraditional Students  

ERIC Educational Resources Information Center

Mezirow (1978) applied and used Transformative Learning Theoretical (TLT) processes while studying women who reentered academics during the 1970s. Similar to Mezirow's original 1975 work, we identify "factors that impeded or facilitated" participants' progress to obtain their undergraduate degree during the traditional student…

Brown, Pamela Pitman; Brown, Candace S.

2015-01-01

404

Enhancing Learning by Integrating Theory and Practice  

ERIC Educational Resources Information Center

Educators in professional degree programs are charged with multiple responsibilities in the classroom and in practice settings. We apply our professional knowledge in a variety of settings to serve our communities; we reflect on how to improve practice from our experiences in these settings; we observe our students engaging in learning experiences…

Wrenn, Jan; Wrenn, Bruce

2009-01-01

405

Reading and the New Learning Theory.  

ERIC Educational Resources Information Center

Very little has been reported in the literature as to how a child actually learns, but what is known can be put to more effective use in teaching the child to read. The brain has at least five input systems: sight, hearing, touch, taste, and smell. The first of these senses is employed more than the others in reading; however, it is believed that…

Jordan, William C.

406

Neural coding of basic reward terms of animal learning theory, game theory, microeconomics and behavioural ecology  

E-print Network

Neural coding of basic reward terms of animal learning theory, game theory, microeconomics information cannot be gleaned from the common parameters of sensory systems, such as size and position that constitute rewards for humans, this review primarily considers food and liquid rewards that can be delivered

Allman, John M.

407

A Study of Career Development, Learning Motivation, and Learning Satisfaction of Adult Learners in Unconventional Scheduling Graduate Programs  

ERIC Educational Resources Information Center

The study aimed at investigating the relationships among career development, learning motivation, and learning satisfaction of adult learners in master's programs at S University. Questionnaires were distributed with 211 valid returns (71%). The results indicated that some of the demographics are factors affecting both of the learners' learning

Chu, Hui-Chin; Hsieh, Mei-Chi; Chang, Shan-Chih

2007-01-01

408

The contribution of transformative learning theory to the practice of participatory research and extension: Theoretical reflections  

Microsoft Academic Search

This paper explores ways in which experiential learning theories, in particular transformative learning theory, can inform farmer participatory research and extension (PR&E). I identify and discuss three key elements of experiential learning theory – second-order experiences, reflection, and dialogue – that are particularly pertinent to PR&E practice. I then turn to one experiential learning theorist – Mezirow, and examine his

Rachel Percy

2005-01-01

409

Hybridization of Rough Sets and Statistical Learning Theory  

NASA Astrophysics Data System (ADS)

In this paper we propose the hybridization of the rough set concepts and statistical learning theory. We introduce new estimators for rule accuracy and coverage, which base on the assumptions of the statistical learning theory. These estimators allow us to select rules describing statistically significant dependencies in data. Then we construct classifier which uses these estimators for rule induction. In order to make our solution applicable for information systems with missing values and multiple valued attributes, we propose axiomatic representation of information systems and we redefine the indiscernibility relation as a relation on objects characterized by axioms. Finally, we test our classifier on benchmark datasets.

Jaworski, Wojciech

410

Employees' and Managers' Accounts of Interactive Workplace Learning: A Grounded Theory of "Complex Integrative Learning"  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to investigate employees' and managers' accounts of interactive learning and what might encourage or inhibit emergent learning. Design/methodology/approach: The approach taken was a constructivist/social constructivist ontology, interpretive epistemology and qualitative methodology, using grounded theory

Armson, Genevieve; Whiteley, Alma

2010-01-01

411

Self-Regulated Learning, Motivation and Goal Theory: Implications for Instructional Design and E-Learning  

Microsoft Academic Search

Instructional designers can use evidence-based theories of motivation and self-regulated learning to construct e-learning environments that promote goal-setting and achievement. We have used gStudy, educational software designed according to principles of self-regulated learning, to construct a Goal-Setting Kit. The Goal-Setting Kit incorporates tests, scaffolds, concept maps, and exercises that allow students to express, organize, and monitor their strategies for achieving

Jillianne R. Code; Ken MacAllister; Carmen L. Z. Gress; John C. Nesbit

2006-01-01

412

Vitamin D Deficiency Impairs Spatial Learning in Adult Rats  

PubMed Central

Background: Through its membrane and intracellular receptors, vitamin D regulates many vital functions in the body including its well known actions on musculoskeletal system. Growing body of evidences demonstrate that vitamin D undergoes some of behavioral aspects of neurocognition. The present study was designed to evaluate the effect of food regimens without vitamin D or with a supplement of 1,25(OH)2D3 on spatial performance of adult rats. Methods: The animals were trained in the Morris water maze to find a hidden platform. The time spent and the distance traveled to find the platform, speed of navigation and the percentage of unsuccessful trials were considered for assessment of the task learning. Results: Our findings indicated that the vitamin D-deprived rats had a significant lower performance compared to both the controls and the animals receiving 1,25(OH)2D3 supplementation. Concerning the unsuccessful trials, lack of vitamin D resulted in the highest failures in the maze navigation. The regimen with additional 1,25(OH)2D3 did not considerably influence learning of the maze task. Conclusion: We concluded that while vitamin D deficiency deteriorates the spatial task learning, the 1,25(OH)2D3 supplementation did not effectively underlie the maze performance. PMID:23279834

Taghizadeh, Mohsen; Talaei, Sayyed Alireza; Salami, Mahmoud

2013-01-01

413

Neurophysiological mechanisms involved in language learning in adults  

PubMed Central

Little is known about the brain mechanisms involved in word learning during infancy and in second language acquisition and about the way these new words become stable representations that sustain language processing. In several studies we have adopted the human simulation perspective, studying the effects of brain-lesions and combining different neuroimaging techniques such as event-related potentials and functional magnetic resonance imaging in order to examine the language learning (LL) process. In the present article, we review this evidence focusing on how different brain signatures relate to (i) the extraction of words from speech, (ii) the discovery of their embedded grammatical structure, and (iii) how meaning derived from verbal contexts can inform us about the cognitive mechanisms underlying the learning process. We compile these findings and frame them into an integrative neurophysiological model that tries to delineate the major neural networks that might be involved in the initial stages of LL. Finally, we propose that LL simulations can help us to understand natural language processing and how the recovery from language disorders in infants and adults can be accomplished. PMID:19933142

Rodriguez-Fornells, Antoni; Cunillera, Toni; Mestres-Misse, Anna; de Diego-Balaguer, Ruth

2009-01-01

414

An Overview of Selected Theories about Student Learning  

ERIC Educational Resources Information Center

Engineering educators are often not familiar with the theories and research findings of educational psychology, adult development, curriculum design, and instruction design. Even the published research in engineering/computing education does not sufficiently leverage this body of knowledge. Often in the educational reports and recommendations by…

Goel, Sanjay

2011-01-01

415

Annual Review of Adult Learning and Literacy. Volume 1. The Jossey-Bass Higher and Adult Education Series.  

ERIC Educational Resources Information Center

This book contains eight papers on adult learning and literacy. "The Year 1998 in Review" (Fran Tracy-Mumford) examines educational legislation and policy and developments in adult education program development, program accountability, strategic alliances and partnerships, and instructional methodologies and technologies. "Lessons from 'Preventing…

Comings, John, Ed.; Garner, Barbara, Ed.; Smith, Cristine, Ed.

416

Learning from examples: from theory to practice  

SciTech Connect

This tutorial provides an overview of the problem of learning from examples. Emphasis is placed on fundamental limitations in three areas: approximation, estimation and computation. Each of these is compared and contrasted in situations where the problem is one of regression verses pattern classification, parametric versus nonparametric, and linear versus nonlinear. General methods for improving generalization and computation speed are discussed, and practical examples are used to illustrate these methods.

Hush, D. R. (Donald R.); Scovel, James C.; Kelly, P. M. (Patrick M.); Howse, J. W. (James W.); Fugate, M. L. (Michael L.); Cannon, A. (Adam)

2001-01-01

417

Reducing Abstraction When Learning Graph Theory  

ERIC Educational Resources Information Center

This article presents research on students' understanding of basic concepts in Graph Theory. Students' understanding is analyzed through the lens of the theoretical framework of reducing abstraction (Hazzan, 1999). As it turns out, in spite of the relative simplicity of the concepts that are introduced in the introductory part of a traditional…

Hazzan, Orit; Hadar, Irit

2005-01-01

418

The Theory of Learning in Games  

Microsoft Academic Search

In economics, most noncooperative game theory has focused on equilibrium in games, especially Nash equilibrium and its refinements. The traditional explanation for when and why equilibrium arises is that it results from analysis and introspection by the players in a situation where the rules of the game, the rationality of the players, and the players' payoff functions are all common

Drew Fudenberg; David K. Levine

1999-01-01

419

Information theory, inference, and learning algorithms  

Microsoft Academic Search

Abstract: Table of Contents (50 Chapters, 640 pages). After three introductory chapters, the book is made up of the following seven parts. I Data Compression. II Noisy-Channel Coding. III Further Topics in Information Theory. IV Probabilities and Inference. V Neural networks. VI Sparse Graph Codes. VII Appendices. The full table of contents is here:

David J. C. MacKay

2003-01-01

420

The Application of Learning Theories in Community College Classrooms. UCLA Community College Bibliography  

ERIC Educational Resources Information Center

The references in this document provide an overview of empirical and conceptual scholarship on the application of learning theories in community college classrooms. Specific theories discussed in the citations include: active learning, cooperative learning, multiple intelligences, problem-based learning, and self-regulated learning. In addition to…

Carducci, Rozana

2006-01-01

421

An Evaluation of Beck's Cognitive Theory of Depression in Adults with Intellectual Disability  

ERIC Educational Resources Information Center

Background: The theories supporting cognitive treatment for depression among individuals with intellectual disability (ID) have not been formally tested with this population. The current study evaluated Becks cognitive theory of depression to determine its appropriateness for adults with ID. Methods: Forty-eight adults with primarily mild or…

Esbensen, A. J.; Benson, B. A.

2007-01-01

422

Socioeconomic Contributions of Adult Learning to Community: A Social Capital Perspective  

Microsoft Academic Search

As an explanatory concept that relates skills and knowledge to economic outcomes, “human capital” has dominated for decades. Skills and knowledge are certainly central attributes of a learning society. Given the limitations of economy as a proxy for social well-being, however, two outstanding questions about the impact of adult learning on community linger: What are the multiple impacts of adult

Jo Balatti; Ian Falk

2002-01-01

423

Career Development and Occupational Studies: A Supplement to the Adult Education Resource Guide and Learning Standards.  

ERIC Educational Resources Information Center

This publication focuses on New York's learning standards for career development and occupational studies (CDOS) in adult education: career development, integrated learning, universal foundation skills, and career majors. A section on the adult learner provides information on engaging learners to increase motivation. The next section focuses on…

Peavey, Kay S.; Krieger, Alan

424

Results of Innovative and Supportive Learning Programs for Homeless Children and Adults  

ERIC Educational Resources Information Center

Four-week summer academy programs served homeless children and adults in two contiguous innovative learning programs. The programs may be the first of their kind in the homeless literature in which both adults and children were exposed to career, academic, and leadership opportunities in the supportive learning environment of a university campus,…

Sinatra, Richard; Eschenauer, Robert

2012-01-01

425

Levels of Engagement and Barriers to Physical Activity in a Population of Adults with Learning Disabilities  

ERIC Educational Resources Information Center

This study examined levels of, and barriers to, physical activity in a population of 19 adults with learning disabilities living in community supported accommodation, using diary records and semi-structured interviews with staff. The levels of physical activity were higher in the sample population than previous figures for adults with learning

Hawkins, Andrew; Look, Roger

2006-01-01

426

Learning Disabilities and Attention-Deficit/Hyperactivity Disorder in Intelligent Well Educated Adults  

ERIC Educational Resources Information Center

This retrospective study examined scores for 111 adult participants on the Wechsler Adult Intelligence Scale-Revised, the Wide Range Achievement Test-III and the Nelson-Denny Reading Test. All participants were referred to a university clinic for learning problems. The participants were diagnosed with a learning disability, an…

Guyer, Kenneth E.; Guyer, Barbara P.; Banks, Steven R.

2008-01-01

427

Broad bandwidth of perceptual learning in the visual system of adults with anisometropic amblyopia  

E-print Network

(LOBES), Dana and David Dornsife Cognitive Neuroscience Imaging Center, Departments of Psychology of perceptual learning in teenage and adult observers with anisometropic am- blyopia and compared in teenagers and adults with and without amblyopia. We found that the bandwidth of perceptual learning

Zhou, Yi-Feng

428

Two Steps Forward, One Step Back: The NIACE Survey on Adult Participation in Learning, 2002.  

ERIC Educational Resources Information Center

Adult participation in learning in England and across the nations of the United Kingdom was examined in 2002, and the survey findings were compared to those of earlier surveys. Overall, 42% of the 4,896 people interviewed in the weighted sample survey of adults aged 17 and over reported having engaged in learning in the past 3 years. For the first…

Aldridge, Fiona; Tuckett, Alan

429

Good for Your Soul? Adult Learning and Mental Well-Being  

ERIC Educational Resources Information Center

Although there is a widely held view that adult learning has a positive impact on well-being, only recently has this proposition been systematically tested. A review of recent research confirms that adult learning has a clear influence on earnings and employability, both of which may influence well-being indirectly. These are more important for…

Field, John

2009-01-01

430

Training in the laboratory animal science community: strategies to support adult learning.  

PubMed

The essence of learning is change; learning is the process by which learners customize new information to make it personally meaningful and relevant. Training is the process of helping students make those changes. Research indicates that adults learn differently than children or adolescents and that adults consistently use the following six learning strategies: prior experiences; conversations; metacognition; reflection; authentic experiences; and images, pictures, or other types of visuals. Each of these learning strategies can be combined with the other strategies and often build upon each other. A recent study on how health care professionals learn indicated that the learning strategy they used most often was reflection, which supports learning before, during, and after training. Numerous examples are provided in this article describing how to integrate each of the six adult learning strategies into laboratory animal science training. While lectures and other types of direct instruction are appropriate, they are inadequate and ineffective unless they are integrated with and support adult learning strategies. Both the US Department of Agriculture regulations and the Public Health Service Policy mandate that research institutions must ensure that all personnel involved in animal care, treatment, or use are qualified to perform their duties. Applying adult learning strategies to training for the laboratory animal science community will enhance learning and improve both the science and the humane care of the animals, which is a goal our community must continuously strive to achieve. PMID:17420529

Dobrovolny, Jackie; Stevens, James; Medina, Leticia V

2007-01-01

431

Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory  

PubMed Central

We propose a new version of the “theory theory” grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and non-technical way, and review an extensive but relatively recent body of empirical results that supports these ideas. These include new studies of the mechanisms of learning. Children infer causal structure from statistical information, through their own actions on the world and through observations of the actions of others. Studies demonstrate these learning mechanisms in children from 16 months to 4 years old and include research on causal statistical learning, informal experimentation through play, and imitation and informal pedagogy. They also include studies of the variability and progressive character of intuitive theory change, particularly theory of mind. These studies investigate both the physical and psychological and social domains. We conclude with suggestions for further collaborative projects between developmental and computational cognitive scientists. PMID:22582739

Gopnik, Alison; Wellman, Henry M.

2012-01-01

432

Reconstructing constructivism: causal models, Bayesian learning mechanisms, and the theory theory.  

PubMed

We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and nontechnical way, and review an extensive but relatively recent body of empirical results that supports these ideas. These include new studies of the mechanisms of learning. Children infer causal structure from statistical information, through their own actions on the world and through observations of the actions of others. Studies demonstrate these learning mechanisms in children from 16 months to 4 years old and include research on causal statistical learning, informal experimentation through play, and imitation and informal pedagogy. They also include studies of the variability and progressive character of intuitive theory change, particularly theory of mind. These studies investigate both the physical and the psychological and social domains. We conclude with suggestions for further collaborative projects between developmental and computational cognitive scientists. PMID:22582739

Gopnik, Alison; Wellman, Henry M

2012-11-01

433

Learning and Emotion: Perspectives for Theory and Research  

ERIC Educational Resources Information Center

There is growing interest in and knowledge about the interplay of learning and emotion. However, the different approaches and empirical studies correspond to each other only to a low extent. To prevent this research field from increasing fragmentation, a shared basis of theory and research is needed. The presentation aims at giving an overview of…

Hascher, Tina

2010-01-01

434

Theories of Learning in Educational Development: Relocating the Paradigmatic Divide.  

ERIC Educational Resources Information Center

Offers a critique of a previous discussion on instructional industrialism in distance education based on instructional design. Topics include the psychological foundations of instructional design, competing paradigms in educational development, behaviorism and cognitivism, theories of learning and the paradigmatic divide, and implications for…

Inglis, Alistair

1996-01-01

435

Applying the Happenstance Learning Theory to Involuntary Career Transitions  

ERIC Educational Resources Information Center

The happenstance learning theory (HLT) proposes a model of career counseling that helps clients to build more satisfying personal and work lives. Although reflective listening remains an essential part of the process, HLT is an action-oriented approach to helping clients to both create and benefit from unplanned events. Success is measured not by…

Krumboltz, John D.; Foley, Pamela F.; Cotter, Elizabeth W.

2013-01-01

436

The Interdependence of Pedagogy, Learning Theory, Morality and Metaphysics.  

ERIC Educational Resources Information Center

Explores the incompatibility between constructivist theories of learning and realist metaphysics (belief that knowledge and skills exist in mind-independent workplace practices). Shows how this results in conflict between constructivist teaching approaches and the transmission or banking mode favored by realist metaphysics. (SK)

Blunden, Ralph

1997-01-01

437

Implications of Complexity and Chaos Theories for Organizations that Learn  

ERIC Educational Resources Information Center

In 1996 Hubert Saint-Onge and Smith published an article ("The evolutionary organization: avoiding a Titanic fate", in The Learning Organization, Vol. 3 No. 4), based on their experience at the Canadian Imperial Bank of Commerce (CIBC). It was established at CIBC that change could be successfully facilitated through blended application of theory

Smith, Peter A. C.

2003-01-01

438

Predictive Genomics, Biology, Medicine Learning theory: SLT what is it?  

E-print Network

-prone - statistical analysis must tease apart errors as well as many physiological factors present. Current methods and Statistics, Microarray Resource at the Medical School, and Center for Computational Science; Bioinformatics43 Predictive Genomics, Biology, Medicine Learning theory: SLT ­ what is it? Parametric statistics

Kon, Mark

439

SSL: A Theory of How People Learn to Select Strategies  

ERIC Educational Resources Information Center

The assumption that people possess a repertoire of strategies to solve the inference problems they face has been raised repeatedly. However, a computational model specifying how people select strategies from their repertoire is still lacking. The proposed strategy selection learning (SSL) theory predicts a strategy selection process on the basis…

Rieskamp, Jorg; Otto, Philipp E.

2006-01-01

440

Roundtable: Theory, Policy and Practice in Lifelong Learning.  

ERIC Educational Resources Information Center

This document contains outlines of 14 presentations at a roundtable discussion on theory, policy, and practice in lifelong learning that was held during a conference on human resource development (HRD) research and practice across Europe. Outlines of the following presentations and discussions are included: "Discourses on HRD and Lifelong…

Manning, Sabine, Ed.

441

PREDICTION OF ABSENTEEISM IN COLLEGE STUDENTS USING SOCIAL LEARNING THEORY  

Microsoft Academic Search

Rotter's social learning theory served as a basis for developing some brief new scales and employing some existing ones for the purpose of predicting absenteeism in college social science classrooms. Near the beginning the term one hundred thirty?two community college student filled out a questionnaire containing these scales. At the end of the term they were asked to estimate the

Lynn McCutcheon

1989-01-01

442

Evaluating Action Learning: A Critical Realist Complex Network Theory Approach  

ERIC Educational Resources Information Center

This largely theoretical paper will argue the case for the usefulness of applying network and complex adaptive systems theory to an understanding of action learning and the challenge it is evaluating. This approach, it will be argued, is particularly helpful in the context of improving capability in dealing with wicked problems spread around…

Burgoyne, John G.

2010-01-01

443

Adult Learning, Democracy and Peace. Adult Learning and the Challenges of the 21st Century. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997).  

ERIC Educational Resources Information Center

The workshop, "Adult Learning, Democracy, and Peace," had the important role of examining the relationship among adult learning, democracy, citizenship, gender, civil society, and a culture of peace. The speakers expressed a variety of opinions on the issue of globalization. Some rejected it as aggravating existing social tensions and inequalities…

United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education.

444

Learning pitch patterns in lexical identification by native English-speaking adults  

Microsoft Academic Search

The current study investigates the learning of nonnative suprasegmental patterns for word identification. Native English-speaking adults learned to use suprasegmentals (pitch patterns) to identify a vocabulary of six English pseudosyllables superimposed with three pitch patterns (18 words). Successful learning of the vocabulary necessarily entailed learning to use pitch patterns in words. Two major facets of sound-to-word learning were investigated: could

PATRICK C. M. WONG; TYLER K. PERRACHIONE

2007-01-01

445

Information Theory, Inference, and Learning Algorithms  

NSDL National Science Digital Library

Spanning over 600 pages, this online textbook about information theory was released in its final version on June 26, 2003. The book's author, a physics professor at the University of Cambridge, wrote the book with the intention of unifying theoretical concepts with practical statistical communications. Furthermore, he addresses "Bayesian data modeling, Monte Carlo methods," and much more to provide a thorough overview of advanced data compression and error-correcting codes. The book's material spans many disciplines, having applications in engineering, computer science, mathematics, and the other sciences.

Mackay, David J.

446

A Theory of Learning for the Mobile Age  

Microsoft Academic Search

Most adults and adolescents in developed countries now own mobile phones and media devices, and for many people in developing\\u000a countries a mobile phone can offer the only means of sending long distance messages. In a parallel development to the spread\\u000a of personal technology, since the early 1980s schools, colleges and universities have experimented with handheld technology\\u000a for learning, including

Mike Sharples; Josie Taylor; Giasemi Vavoula

447

The Impact of Cognitive Load Theory on Learning Astronomy  

NASA Astrophysics Data System (ADS)

Every student is different, which is the challenge of astronomy education research (AER) and teaching astronomy. This difference also provides the greatest goal for education researchers - our GUT - we need to be able to quantify these differences and provide explanatory and predictive theories to curriculum developers and teachers. One educational theory that holds promise is Cognitive Load Theory. Cognitive Load Theory begins with the well-established fact that everyone's working memory can hold 7 ± 2 unique items. This quirk of the human brain is why phone numbers are 7 digits long. This quirk is also why we forget peoples’ names after just meeting them, leave the iron on when we leave the house, and become overwhelmed as students of new material. Once the intricacies of Cognitive Load are understood, it becomes possible to design learning environments to marshal the resources students have and guide them to success. Lessons learned from Cognitive Load Theory can and should be applied to learning astronomy. Classroom-ready ideas will be presented.

Foster, Thomas M.

2010-01-01

448

Ensemble Learning of Linear Perceptrons: On-Line Learning Theory  

NASA Astrophysics Data System (ADS)

We analyze ensemble learning including the noisy case where teacher or student noise is present. Linear perceptrons are used as teacher and student. First, we analyze the homogeneous correlation of initial weight vectors. The generalization error consists of two parts: the first term depends on the number of perceptrons K and is proportional to 1/K, the second does not depend on K in the first case. In the inhomogeneous correlation of initial weight vectors case, the weighted average could be optimized to minimize the generalization error. We found that the optimal weights do not depend on time without student noise, while the optimal weights depend on time and become 1/K with student noise.

Hara, Kazuyuki; Okada, Masato

2005-11-01

449

THEORY-BASED SUPPORT FOR MOBILE LANGUAGE LEARNING: NOTICING AND RECORDING Theory-based Support for Mobile Language  

E-print Network

language learner based on language learning research, focussing on explicit learner awarenessTHEORY-BASED SUPPORT FOR MOBILE LANGUAGE LEARNING: NOTICING AND RECORDING Theory-based Support for Mobile Language Learning: Noticing and Recording doi:10.3991/ijim.v3i2.740 A. Kukulska-Hulme1 and S. Bull

Paris-Sud XI, Université de

450

Helping Learning Disabled Adults through Special Tutorial Techniques. Final Report. 1992-1993.  

ERIC Educational Resources Information Center

A project offered special training to instructors and volunteer tutors for adult basic education classes in recognizing and helping adults who are enrolled in adult education programs with learning disabilities. These instructors and tutors were taught the necessary skills through a series of three 3-hour inservice sessions. The regular…

Reading Area Community Coll., PA.

451

Facilitating Responsibility for Learning in Adult Community College Students. ERIC Digest.  

ERIC Educational Resources Information Center

This digest discusses adult students in community colleges, focusing on their learning expectations and needs. In 1997, nearly a third of community college students were age 30 or older. Adult students often have realistic, practical goals for their education and bring valuable life experience to the community college classroom. However, adults

Howell, Cynthia Lake

452

Adult Education and Lifelong Learning within UNESCO: CONFINTEA, Education for All, and beyond  

ERIC Educational Resources Information Center

There can no longer be any doubt that adult education within lifelong learning is a key factor for economic and social development, as well as being a human right. New policies for adult education must now result in coherent forms of laws and legislation clearly spelling out ways and means for financing adult education. These must involve the…

Duke, Chris; Hinzen, Heribert

2012-01-01

453

Knowledge of Results after Good Trials Enhances Learning in Older Adults  

ERIC Educational Resources Information Center

In recent years, some researchers have examined motor learning in older adults. Some of these studies have specifically looked at the effectiveness of different manipulations of extrinsic feedback, or knowledge of results (KR). Given that many motor tasks may already be more challenging for older adults compared to younger adults, making KR more…

Chiviacowsky, Suzete; Wulf, Gabriele; Wally, Raquel; Borges, Thiago

2009-01-01

454

The Belem Framework for Action: Harnessing the Power and Potential of Adult Learning and Education for a Viable Future  

ERIC Educational Resources Information Center

This article presents the Belem Framework for Action. This framework focuses on harnessing the power and potential of adult learning and education for a viable future. This framework begins with a preamble on adult education and towards lifelong learning.

Adult Learning, 2012

2012-01-01

455

Gaming mindsets: implicit theories in serious game learning.  

PubMed

Individuals' beliefs about the malleability of their abilities may predict their response and outcome in learning from serious games. Individuals with growth mindsets believe their abilities can develop with practice and effort, whereas individuals with fixed mindsets believe their abilities are static and cannot improve. This study uses survey and gameplay server data to examine the implicit theory of intelligence in the context of serious game learning. The findings show that growth mindset players performed better than fixed mindset players, their mistakes did not affect their attention to the game, and they read more learning feedback than fixed mindset players. In addition, growth mindset players were more likely to actively seek difficult challenges, which is often essential to self-directed learning. General mindset measurements and domain-specific measurements were also compared. These findings suggest that players' psychological attributes should be considered when designing and applying serious games. PMID:22165916

Lee, Yu-Hao; Heeter, Carrie; Magerko, Brian; Medler, Ben

2012-04-01

456

Child and adult learning of surface structure cues to deep structure using a picture card technique  

Microsoft Academic Search

An experiment requiring the learning of “new” (nonsense) words replacing the words “eager” and “easy” in the linguistic structure “John is eager\\/easy to please” showed that only adults and higher-IQ children could perform better than chance on the new words. Contrary to prediction, children showed no differential learning ability on two types of words to be learned. However, an analysis

Richard F. Cromer

1974-01-01

457

Project-Based Learning (PBL) in Adult English as a Second Language (ESL) Programs: Students' Perspectives  

ERIC Educational Resources Information Center

This study focus on Project-Based Learning (PBL) as an instructional approach that, among other important features, promotes hands-on meaningful learning for adult ESL learners and permits them to connect what they learn in the classroom to real life, along with opportunities to develop the four language skills in an integrated and contextualized…

Tims, Nereida Rodrigues

2009-01-01

458

Learning Style Characteristics of Adult Dependent Decision Makers: Counseling and Instructional Implications.  

ERIC Educational Resources Information Center

Investigated learning style characteristics of adult community college students. Compared to students (n=113) with other decision-making styles, dependent decision makers (n=31) appeared to have reduced motivation for learning, limited persistence, and less acceptance of responsibility for their learning. Findings suggest these characteristics be…

Reynolds, Jim; Gerstein, Martin

1991-01-01

459

The Influence of Phonological Similarity in Adults Learning Words in a Second Language  

ERIC Educational Resources Information Center

Neighborhood density refers to the number of similar sounding words to a target word (Luce & Pisoni, 1998) and influences first language word learning in adults learning English (Storkel, Armbruster, & Hogan, 2006). There are two processes in word learning: lexical configuration and lexical engagement (Leach & Samuel, 2007). Lexical configuration…

Stamer, Melissa

2010-01-01

460

Sociocultural Theories of Learning and Motivation: Looking Back, Looking Forward. Research on Sociocultural Influences on Motivation and Learning  

ERIC Educational Resources Information Center

It is now nearly thirty years since sociocultural theories of learning created great excitement and debate amongst those concerned with learning in diverse contexts. Since that time significant advances have been made in sociocultural theory and research. Various sociocultural approaches to the understanding of learning (for example, sociocultural…

McInerney, Dennis M., Ed.; Walker, Richard A., Ed.; Liem, Gregory Arief D., Ed.

2011-01-01

461

Another look at statistical learning theory and regularization.  

PubMed

The paper reviews and highlights distinctions between function-approximation (FA) and VC theory and methodology, mainly within the setting of regression problems and a squared-error loss function, and illustrates empirically the differences between the two when data is sparse and/or input distribution is non-uniform. In FA theory, the goal is to estimate an unknown true dependency (or 'target' function) in regression problems, or posterior probability P(y/x) in classification problems. In VC theory, the goal is to 'imitate' unknown target function, in the sense of minimization of prediction risk or good 'generalization'. That is, the result of VC learning depends on (unknown) input distribution, while that of FA does not. This distinction is important because regularization theory originally introduced under clearly stated FA setting [Tikhonov, N. (1963). On solving ill-posed problem and method of regularization. Doklady Akademii Nauk USSR, 153, 501-504; Tikhonov, N., & V. Y. Arsenin (1977). Solution of ill-posed problems. Washington, DC: W. H. Winston], has been later used under risk-minimization or VC setting. More recently, several authors [Evgeniou, T., Pontil, M., & Poggio, T. (2000). Regularization networks and support vector machines. Advances in Computational Mathematics, 13, 1-50; Hastie, T., Tibshirani, R., & Friedman, J. (2001). The elements of statistical learning: Data mining, inference and prediction. Springer; Poggio, T. and Smale, S., (2003). The mathematics of learning: Dealing with data. Notices of the AMS, 50 (5), 537-544] applied constructive methodology based on regularization framework to learning dependencies from data (under VC-theoretical setting). However, such regularization-based learning is usually presented as a purely constructive methodology (with no clearly stated problem setting). This paper compares FA/regularization and VC/risk minimization methodologies in terms of underlying theoretical assumptions. The control of model complexity, using regularization and using the concept of margin in SVMs, is contrasted in the FA and VC formulations. PMID:19443179

Cherkassky, Vladimir; Ma, Yunqian

2009-09-01

462

Embracing Complexity: Using Technology to Develop a Life-Long Learning Model for Non-Working Time in the Interdependent Homes for Adults with Autism Spectrum Disorders  

ERIC Educational Resources Information Center

The purpose of this study was to employ complexity theory as a theoretical framework and technology to facilitate the development of a life-long learning model for non-working time in the interdependent homes for adults with Autism Spectrum Disorders (ASD). A "Shining Star Sustainable Action Project" of the ROC Foundation for Autistic Children and…

Chiang, I-Tsun; Chen, Mei-Li

2011-01-01

463

What learning theories can teach us in designing neurofeedback treatments  

PubMed Central

Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e., behavior therapy framework.

Strehl, Ute

2014-01-01

464

The Economic Benefits of Adult Learning to Low-Qualified Young Adults: Do Participation and Qualification Decrease the Risk of Unemployment?  

ERIC Educational Resources Information Center

Policymakers worldwide consider participation in adult learning beneficial for employability, in particular for specific target groups. However, still little is known about the effect of adult learning pursued by low-qualified young adults on their employment prospects. On the basis of a Flemish longitudinal database, we study the determinants and…

Knipprath, Heidi; De Rick, Katleen

2014-01-01

465

Functional EWA: A One-parameter Theory of Learning in Games  

E-print Network

Functional EWA: A One-parameter Theory of Learning in Games Teck H. Ho, Colin F. Camerer, and Juin-parameter theory of learning in games. It approximates the free parameters in an earlier model (EWA) with functions of experience. The theory was originally tested on seven di�erent games and compared to four other learning

Greer, Julia R.

466

Infrared Image Simulation Based On Statistical Learning Theory  

NASA Astrophysics Data System (ADS)

A real-time simulation algorithm of infrared image based on statistical learning theory is presented. The method includes three contents to achieve real-time simulation of infrared image, such as acquiring the training sample, forecasting the scene temperature field value by statistical learning machine, data processing and data analysis of temperature field. The simulation result shows this algorithm based on ? - support vector regression have better maneuverability and generalization than the other method, and the simulation precision and real-time quality are satisfying.

Chaochao, Huang; Xiaodi, Wu; Wuqin, Tong

2007-12-01

467

MTD 735: Learning Theories in Mathematics Education EDU 800: Learning Theories in Education  

E-print Network

, NJ: Lawrence Erlbaum Associates) Suggested Journals for Research Articles: · American Educational · For the Learning of Mathematics · Journal for Research in Mathematics Education · Journal of Educational Psychology). Psychology of learning for instruction (3rd ed.) Needham Heights, MA: Allyn and Bacon. Available through Prof

McConnell, Terry

468

Employees' and managers' accounts of interactive workplace learning : A grounded theory of “complex integrative learning  

Microsoft Academic Search

Purpose – The purpose of this paper is to investigate employees' and managers' accounts of interactive learning and what might encourage or inhibit emergent learning. Design\\/methodology\\/approach – The approach taken was a constructivist\\/social constructivist ontology, interpretive epistemology and qualitative methodology, using grounded theory method. Data collection included semi-structured interview, “complete this sentence” and “scenarios” from 51 respondents: 22 managers and

Genevieve Armson; Alma Whiteley

2010-01-01

469

Linking the developmental and degenerative theories of schizophrenia: association between infant development and adult cognitive decline.  

PubMed

Neurodevelopmental and neurodegenerative theories may be viewed as incompatible accounts that compete to explain the pathogenesis of schizophrenia. However, it is possible that neurodevelopmental and neurodegenerative processes could both reflect common underlying causal mechanisms. We hypothesized that cognitive dysfunction would gradually deteriorate over time in schizophrenia and the degree of this deterioration in adulthood would be predicted by an infant measure of neurodevelopment. We aimed to examine the association between age of learning to stand in infancy and deterioration of cognitive function in adulthood. Participants were nonpsychotic control subjects (n = 76) and participants with schizophrenia (n = 36) drawn from the Northern Finland 1966 Birth Cohort study. The schizophrenia group showed greater deterioration in abstraction with memory than controls, but there were no differences between schizophrenia and controls in rate of change of other cognitive measures. Age of learning to stand in infancy significantly inversely predicted later deterioration of abstraction with memory in adult schizophrenia (later infant development linked to greater subsequent cognitive deterioration during adulthood), possibly suggesting a link between abnormal neurodevelopmental and neurodegenerative processes in schizophrenia. PMID:24583905

Kobayashi, Hiroyuki; Isohanni, Matti; Jääskeläinen, Erika; Miettunen, Jouko; Veijola, Juha; Haapea, Marianne; Järvelin, Marjo-Riitta; Jones, Peter B; Murray, Graham K

2014-11-01

470

The Effects of Variation on Learning Word Order Rules by Adults with and without Language-Based Learning Disabilities  

ERIC Educational Resources Information Center

Non-adjacent dependencies characterize numerous features of English syntax, including certain verb tense structures and subject-verb agreement. This study utilized an artificial language paradigm to examine the contribution of item variability to the learning of these types of dependencies. Adult subjects with and without language-based learning

Grunow, Hope; Spaulding, Tammie J.; Gomez, Rebecca L.; Plante, Elena

2006-01-01

471

Toward Development Work: The Workplace as a Learning Environment. EEE701 Adults Learning: The Changing Workplace B.  

ERIC Educational Resources Information Center

This publication is part of the study materials for the distance education course, The Changing Workplace: Part B, in the Open Campus Program at Deakin University. The first part of the document constructs a framework for exploring the concept of the workplace as a learning environment that is in fact the primary school for adult learning and…

Welton, Michael

472

Beyond Traditional Art Education: Transformative Lifelong Learning in Community-Based Settings with Older Adults  

ERIC Educational Resources Information Center

Quality community-based art education programs for older adults over the age of 50 should exploit the broad range of interests and cognitive abilities of participants by utilizing adult education theory, brain research, and the best practices of adult art education programs. We consider a developing paradigm on the cognitive abilities of the…

Lawton, Pamela Harris; La Porte, Angela M.

2013-01-01

473

What propels sexual murderers: a proposed integrated theory of social learning and routine activities theories.  

PubMed

Despite the great interest in the study of sexual homicide, little is known about the processes involved in an individual's becoming motivated to sexually kill, deciding to sexually kill, and acting on that desire, intention, and opportunity. To date, no comprehensive model of sexual murdering from the offending perspective has been proposed in the criminological literature. This article incorporates the works of Akers and Cohen and Felson regarding their social learning theory and routine activities theory, respectively, to construct an integrated conceptual offending framework in sexual homicide. This integrated model produces a stronger and more comprehensive explanation of sexual murder than any single theory currently available. PMID:20160008

Chan, Heng Choon Oliver; Heide, Kathleen M; Beauregard, Eric

2011-04-01

474

Adult Learners in Universities.  

ERIC Educational Resources Information Center

Theories on adult development and learning and some of the Ontario universities' programs and services for the adult learner are examined, and Athabasca University, Alberta's answer to the British Open University, is described. Peter O'Donnell discusses adult learners' needs and explains how Athabasca University serves this specific type of…

Baker, Janette, Ed.

1981-01-01

475

Conceptions and Theories of Learning for Workplace Education  

Microsoft Academic Search

\\u000a This chapter on conceptions and theories of learning is intended to inform the work of educators about those components of\\u000a professional education that occur in the practice settings of the workplace, the signature pedagogy in education for the professions.\\u000a In those milieus, novices experience professional socialization as they enter into a community of practice; develop clinical\\u000a and professional skills through

Ilene B. Harris

476

Learning Style Theory and Learning Transfer Principles During Reference Interview Instruction  

E-print Network

LEARNING STYLE THEORY, as it is understood by theorists in educational psychology, can be applied to the reference desk interview process by knowledgeable staff in order to facilitate more effective interactions. Learning styles are key elements to consider when matching staff responses to the instructional content of user assistance. This article will examine the applicable issues of learning styles and learning transfer for the reference interview. Just like adolescents separating from their parents, bibliographic instruction (BI) grew up in the reference desk household but “left home ” to develop its own perspectives. A major influence on the development of BI has been educational psychology. Conceptual frameworks (Reichel, 1981) and question analysis (Oberman, 1983) exemplify this influence. Learning style theories and learning transfer principles are some of the recent issues to impact the instructional programs of libraries (Bodi, 1990). The impact of new information technologies upon libraries has caused renewed interest in teaching and learning for reference services. The reference desk staff has become acutely aware of instructional issues as they cope with users of online catalogs, CD-ROM systems, and locally mounted databases. This situation has driven the return of BI issues to traditional reference services.

unknown authors

477

Analysis of ensemble learning using simple perceptrons based on online learning theory  

NASA Astrophysics Data System (ADS)

Ensemble learning of K nonlinear perceptrons, which determine their outputs by sign functions, is discussed within the framework of online learning and statistical mechanics. One purpose of statistical learning theory is to theoretically obtain the generalization error. This paper shows that ensemble generalization error can be calculated by using two order parameters, that is, the similarity between a teacher and a student, and the similarity among students. The differential equations that describe the dynamical behaviors of these order parameters are derived in the case of general learning rules. The concrete forms of these differential equations are derived analytically in the cases of three well-known rules: Hebbian learning, perceptron learning, and AdaTron (adaptive perceptron) learning. Ensemble generalization errors of these three rules are calculated by using the results determined by solving their differential equations. As a result, these three rules show different characteristics in their affinity for ensemble learning, that is “maintaining variety among students.” Results show that AdaTron learning is superior to the other two rules with respect to that affinity.

Miyoshi, Seiji; Hara, Kazuyuki; Okada, Masato

2005-03-01

478

A Learning-Style Theory for Understanding Autistic Behaviors  

PubMed Central

Understanding autism's ever-expanding array of behaviors, from sensation to cognition, is a major challenge. We posit that autistic and typically developing brains implement different algorithms that are better suited to learn, represent, and process different tasks; consequently, they develop different interests and behaviors. Computationally, a continuum of algorithms exists, from lookup table (LUT) learning, which aims to store experiences precisely, to interpolation (INT) learning, which focuses on extracting underlying statistical structure (regularities) from experiences. We hypothesize that autistic and typical brains, respectively, are biased toward LUT and INT learning, in low- and high-dimensional feature spaces, possibly because of their narrow and broad tuning functions. The LUT style is good at learning relationships that are local, precise, rigid, and contain little regularity for generalization (e.g., the name–number association in a phonebook). However, it is poor at learning relationships that are context dependent, noisy, flexible, and do contain regularities for generalization (e.g., associations between gaze direction and intention, language and meaning, sensory input and interpretation, motor-control signal and movement, and social situation and proper response). The LUT style poorly compresses information, resulting in inefficiency, sensory overload (overwhelm), restricted interests, and resistance to change. It also leads to poor prediction and anticipation, frequent surprises and over-reaction (hyper-sensitivity), impaired attentional selection and switching, concreteness, strong local focus, weak adaptation, and superior and inferior performances on simple and complex tasks. The spectrum nature of autism can be explained by different degrees of LUT learning among different individuals, and in different systems of the same individual. Our theory suggests that therapy should focus on training autistic LUT algorithm to learn regularities. PMID:21886617

Qian, Ning; Lipkin, Richard M.

2011-01-01

479

Popular Cultural Pedagogy, in Theory; Or: What Can Cultural Theory Learn about Learning from Popular Culture?  

ERIC Educational Resources Information Center

Culture has been theorized as pedagogy. In several languages and many contexts "culture" and "education" can be used interchangeably. This issue of the journal "Educational Philosophy and Theory" seeks to explore the dual proposition (1) that pedagogy is central to politicized cultural theory, but (2) that it has been…

Bowman, Paul

2013-01-01

480

Making Space: Merging Theory and Practice in Adult Education.  

ERIC Educational Resources Information Center

This book represents the beginning dialogue and critique of social, political, economic, and historical forms of hegemony operating in the adult education field. Twenty-three chapters are grouped into five sections. Section I, Deconstructing Exclusion and Inclusion in Adult Education, offers a dialogue on hegemony and critiques the philosophical,…

Sheared, Vanessa, Ed.; Sissel, Peggy A., Ed.

481

Adult Beginning Reading Skills Diagnosis. From Theory to Practice.  

ERIC Educational Resources Information Center

This 8-item test is intended to help adult basic education teachers obtain a quick assessment of the prereading skills that their beginning adult readers have already mastered. The individual items of the test are designed to assess the following: ability to write one's own name; left-to-right orientation; perceptual hearing; sound-letter and…

Fontenot, Karen

1983-01-01

482

Popular Culture and Critical Media Literacy in Adult Education: Theory and Practice  

ERIC Educational Resources Information Center

This chapter introduces the volume, provides an overview of the theory and literature on popular culture and critical media literacy in education, and discusses ways to use popular culture in adult education.

Tisdell, Elizabeth J.

2007-01-01

483

Educating the adult brain: How the neuroscience of learning can inform educational policy  

NASA Astrophysics Data System (ADS)

The acquisition of new skills in adulthood can positively affect an individual's quality of life, including their earning potential. In some cases, such as the learning of literacy in developing countries, it can provide an avenue to escape from poverty. In developed countries, job retraining in adulthood contributes to the flexibility of labour markets. For all adults, learning opportunities increase participation in society and family life. However, the popular view is that adults are less able to learn for an intrinsic reason: their brains are less plastic than in childhood. This article reviews what is currently known from neuroscientific research about how brain plasticity changes with age, with a particular focus on the ability to acquire new skills in adulthood. Anchoring their review in the examples of the adult acquisition of literacy and new motor skills, the authors address five specific questions: (1) Are sensitive periods in brain development relevant to learning complex educational skills like literacy? (2) Can adults become proficient in a new skill? (3) Can everyone learn equally effectively in adulthood? (4) What is the role of the learning environment? (5) Does adult education cost too much? They identify areas where further research is needed and conclude with a summary of principles for enhancing adult learning now established on a neuroscience foundation.

Knowland, Victoria C. P.; Thomas, Michael S. C.

2014-05-01

484

Advanced Theory of Mind in High-Functioning Adults with Autism  

Microsoft Academic Search

Twenty-four high-functioning adults with autism (16 men) who passed a first-order theory-of-mind task and 24 nonautistic adults (10 men) attributed mental states to recordings of various verbal intonations and to photos of people's eyes to assess advanced theory of mind. Participants with autism performed significantly worse than nonautistic participants on both tasks. Thus, the previously described inattention to others' eyes

Jamie Kleinman; Paul L. Marciano; Ruth L. Ault

2001-01-01

485

Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory  

ERIC Educational Resources Information Center

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

2013-01-01

486

A Virtual Learning Application of the Schoolwide Enrichment Model and High-End Learning Theory  

ERIC Educational Resources Information Center

Remarkable advances in instructional communication technology (ICT) have now made it possible to provide high levels of enrichment services to students online. This paper describes an Internet-based enrichment program based on a high-end learning theory that focuses on the development of creative productivity through the "application" of knowledge…

Renzulli, Joseph S.; Reis, Sally M.

2012-01-01

487

Adult Survivors of Child Abuse: An Application of John Gottman’s Sound Marital House Theory  

Microsoft Academic Search

The purpose of this study was to examine the relationship between child abuse and dysfunctional adult relationship patterns. John Gottman’s Sound Marital House Theory describes different dysfunctional adult relationship patterns including Negative Sentiment Override (NSO), Flooding, and the Distance and Isolation Cascade. In the present study, data analysis indicated that child abuse predicts the experiencing of NSO, NSO predicts the

Stephanie J. Tell; Tom Pavkov; Lorna Hecker; Karen Lee Fontaine

2006-01-01

488

The Implications of A. H. Maslow's "Hierarchy of Needs" Theory for Adult Education.  

ERIC Educational Resources Information Center

The Maslow Hierarchy of Needs was reviewed and implications were sought for adult education theory, program planning and operation, promotional activities, and program evaluation. Maslow's work suggested self-actualization as an ultimate goal, meaning that adult education programs should be structured to foster both the acquisition of facts,…

Warren, Earle Theodore

489

RECALLED EARLY PARENT-CHILD RELATIONS, ADULT NEEDS, AND OCCUPATIONAL CHOICE: A TEST OF ROE'S THEORY  

Microsoft Academic Search

PRIOR STUDIES ATTEMPTING TO TEST ROE'S THEORY OF OCCUPATIONAL CHOICE HAVE BEEN CRITICIZED BECAUSE OF THE SAMPLES AND CRITERION MEASURES USED. THIS STUDY UTILIZED A MINISTERIAL SAMPLE OF BOTH THEOLOGICAL STUDENTS AND ADULT CLERGYMEN. A NUMBER OF SIGNIFICANT RELATIONS WERE FOUND IN REGARD TO RECALLED EARLY PARENT-CHILD RELATIONS, INVENTORIED ADULT NEEDS, AND OCCUPATIONAL CHOICE UTILIZING THE EPPS AND THE FAMILY

ALVAH P. BYERS; GARY G. FORREST; JOSEPH S. ZACCARIA

1968-01-01

490

A Review of Adult Attachment Measures: Implications for Theory and Research  

Microsoft Academic Search

There has been increasing interest in adult attachment from both theoretical and empirical perspectives. B e- cause the test of a theory is based on our ability to assess theoretical constructs, the review is organized around assessment techniques. Delineating the content, focus, assumptions, and correlates of different attachment measures highlights central issues and problems in conducting research in adult attachment.

Judith A. Crowell; Dominique Treboux

1995-01-01

491

Two Forms of Implicit Learning in Young Adults with Dyslexia  

Microsoft Academic Search

Implicit learning is thought to underlie the acquisition of many skills including reading. Previousresearchhasshownthatsomeformsofimplicitlearningarereducedinindivid- uals with dyslexia (e.g., sequence learning), whereas other forms are spared (e.g., spatial context learning). However, it has been proposed that dyslexia-related motor dysfunc- tion may have contributed to the implicit sequence learning deficits reported earlier. To assess implicit sequence learning in the absence of a

Ilana J. Bennett; Jennifer C. Romano; Darlene V. Howarda

2008-01-01

492

Valuing the Adult Learner in E-Learning: A Conceptual Model for Corporate Settings  

ERIC Educational Resources Information Center

The framework describes that e-Learning engagement, learning and transfer within corporate settings can possibly be achieved if antecedents such as needs assessment, learner analysis, for example, and moderators such as return on investment, learning theories, for example, are adhered. The realization of antecedents and moderators, however, are…

Waight, Consuelo L.; Stewart, Barbara

2005-01-01

493

How Name Descriptiveness Impacts Proper Name Learning in Young and Older Adults  

PubMed Central

To elucidate the impact of name descriptiveness and aging on learning new names, 26 young and 26 healthy older participants learned visibly-descriptive (e.g., Lengthy for a giraffe), psychologically-descriptive (e.g., Classy), and non-descriptive (e.g., Sam) proper names for previously-unknown cartoon characters. More visibly-descriptive names were learned than psychologically- or non-descriptive names, which did not differ from each other. There was also a differential benefit for older adults when the name was visibly-descriptive of the referent, such that older adults learned visibly-descriptive names as well as young adults but there were substantial age-related deficits in learning psychologically- and non-descriptive names. PMID:20349368

Fogler, Kethera A.; James, Lori E.; Crandall, Elizabeth A.

2009-01-01

494

Adult Education and Palliative Care: The Last Journey of Life and Two Main Kinds of Adult Learning.  

ERIC Educational Resources Information Center

As a voluntary learning movement, adult education finds expression through a search for values. Continuing and community education provide support for both hospice and palliative care workers as well as families and friends of terminally ill persons in dealing with death and dying. (SK)

Elsey, Barry

1996-01-01

495

Assessing Adult Learning. A Guide for Practitioners. Professional Practices in Adult Education and Human Resource Development Series.  

ERIC Educational Resources Information Center

This book is designed to help adult educators become skillful in conducting an informal assessment of learning. Chapter 1 gives a background in the basic concepts of assessment and stresses the importance of assessing the design of activities and the behaviors as well as the achievements of learners. Chapter 2 introduces the use of the planning…

Moran, Joseph J.

496

Self-Regulated Learning in Younger and Older Adults: Does Aging Affect Metacognitive Control?  

PubMed Central

Two experiments examined whether younger and older adults’ self-regulated study (item selection and study time) conformed to the region of proximal learning (RPL) model when studying normatively easy, medium, and difficult vocabulary pairs. Experiment 2 manipulated the value of recalling different pairs and provided learning goals for words recalled and points earned. Younger and older adults in both experiments selected items for study in an easy-to-difficult order, indicating the RPL model applies to older adults’ self-regulated study. Individuals allocated more time to difficult items, but prioritized easier items when given less time or point values favoring difficult items. Older adults studied more items for longer but realized lower recall than did younger adults. Older adults’ lower memory self-efficacy and perceived control correlated with their greater item restudy and avoidance of difficult items with high point values. Results are discussed in terms of RPL and agenda-based regulation models. PMID:19866382

Price, Jodi; Hertzog, Christopher; Dunlosky, John

2011-01-01

497

Recruitment of Older Adult Patient-Caregiver Dyads for an Online Caregiver Resource Program: Lessons Learned  

PubMed Central

Hip fracture is a significant health problem for older adults and generally requires surgery followed by intensive rehabilitation. Informal caregivers (CGs) can provide vital assistance to older adults recovering from hip fracture. Caregiving is a dyadic process that affects both CGs and care recipients (CRs). In a feasibility study, we assessed the effects of using a theory-based online hip fracture resource program for CGs on both CGs and CRs. In this article, we discuss our recruitment process and the lessons learned. Participants were recruited from six acute hospitals, and CGs used the online resource program for 8 weeks. A total of 256 hip fracture patients were screened, and 164 CRs were ineligible. CG screening was initiated when CRs were determined to be eligible. Among 41 eligible dyads, 36 dyads were recruited. Several challenges to the recruitment of these dyads for online studies were identified, including a low number of eligible dyads in certain hospitals and difficulty recruiting both the CR and the CG during the short hospital stay. Field nurses often had to make multiple trips to the hospital to meet with both the CR and the CG. Thus, when a subject unit is a dyad recruited from acute settings, the resources required for the recruitment may be more than doubled. These challenges could be successfully alleviated with careful planning, competent field staff members, collaboration with hospital staff members, and efficient field operations. PMID:23549905

Orwig, Denise; Resnick, Barbara; Magaziner, Jay; Bellantoni, Michele; Sterling, Robert

2012-01-01

498

The Processes that Promote Learning in Adult Mentoring and Coaching Dyadic Settings  

ERIC Educational Resources Information Center

This is a study of 10 adults participating in one-to-one mentoring and/or coaching. Participants were selected for interviewing through a purposive sampling process from leading international mentoring and coaching organizations. Selection criteria included (a) being an adult, (b) participating in a dyadic learning, and (c) regarding that…

Marx, Michael J.

2009-01-01

499

Internalizing Problems of Adults with Learning Disabilities: A Meta-Analysis  

ERIC Educational Resources Information Center

In this article the authors report a meta-analysis that examines the association between internalizing problems (anxiety and depressive symptoms) and learning disabilities (LD) in adults. Two hypotheses about the relationship between internalizing problems and LD in adults are posited and tested: the abeyance hypothesis (internalizing problems…

Klassen, Robert M.; Tze, Virginia M. C.; Hannok, Wanwisa

2013-01-01

500

Creating Learning Opportunities. Flexible Delivery of the Certificates of General Education for Adults.  

ERIC Educational Resources Information Center

This report aims to encourage and support Australian providers to extend their provision of English language, literacy, and numeracy courses by using flexible delivery strategies. An introduction describes the project's purpose and methodology. Chapter 2 discusses good practice, principles of adult basic education, adult learning, and flexible…

Adult, Community, and Further Education Board, Melbourne (Australia).