A Contextual View of Adult Learning and Memory.

Autor/in	Glynn, Shawn M.
Titel	A Contextual View of Adult Learning and Memory.
Quelle	(1980), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Adult Development; Adult Education; Adult Learning; Adults; Age Differences; Individual Characteristics; Learning Problems; Learning Processes; Memory; Older Adults; Recall (Psychology); Retention (Psychology) + Suchen Sie Ihr Suchwort? Erwachsenwerden; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Age; Difference; Age difference; Altersunterschied; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lernproblem; Learning process; Lernprozess; Gedächtnis; Älterer Erwachsener; Abberufung; Merkfähigkeit
Abstract	Explanations of age-related differences in adult memory usually assume two forms: processing deficits and structural deficits. Processing deficit explanations attribute recall differences to a failure of older adults to effectively use the processes of attention, organization, mediation (the use of such devices as visual images and verbal images and verbal expressions to link meaningful bits of information into integrated memorable whole), and elaboration (the use of a levels-of-processing approach for encoding bits of information in a systematic hierarchical fashion). Structural deficit explanations attribute differences to speed and capacity limitations associated with age-related changes in the central nervous system. Findings of discourse-learning studies suggest that characteristics of the adult learner interact with characteristics of the material to determine recall outcomes. Sex and educational background of older adults influence recall scores. It is possible that part of the observed age-related recall difference is due to metacognitive factors. (Metacognition is the general knowledge that guides selection and implementation of task-specific operations.) While older adults may fail to integrate seemingly trivial facts, they integrate meaningful new knowledge with existing related knowledge, ensuring high levels of recall. Activation of existing knowledge may help to moderate recall deficits in older adults. (Author/MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01