Intelligence and Adult Learning.

Sonst. Personen	Fellenz, Robert A. (Hrsg.); Conti, Gary J. (Hrsg.)
Institution	Montana State Univ., Bozeman. Center for Adult Learning Research.
Titel	Intelligence and Adult Learning.
Quelle	(1990), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Development; Adult Education; Adult Learning; Aging (Individuals); Cognitive Style; Intellectual Development; Intelligence; Learning Strategies; Problem Solving + Suchen Sie Ihr Suchwort? Erwachsenwerden; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Aging; Altern; Cognitive styles; Kognitiver Stil; Mental development; Geistige Entwicklung; Intelligenz; Klugheit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen
Abstract	"Understanding Adult Intelligence" (Robert Sternberg) focuses on the nature of intelligence. It explains Sternberg's triarchic theory, in which he posits three main aspects of intelligence: its relation to the internal or mental world of the learner, its relation to experience, and its relation to the surrounding world. "Strategies and Learning" (Claire Weinstein) presents a brief overview of the kinds of learning strategies that have been identified that differentiate between more and less successful learners. A brief introduction is also given to an instrument used in a learning-to-learn course that helps to give some assessment of where students are in this area. "Reaction to Presentations: A Panel of Adult Education Professors" (Huey Long et al.) offers comments in an attempt to give focus to further discussions of intelligence and learning strategies. "Real Life vs. Academic Problem Solving" (Robert Sternberg) discusses the difference between everyday problems and academic or test-taking problems. The differences are that academic problems are prerecognized, predefined, and well-structured; most school problems have one right answer; academic problems provide relevant information; in school settings, there is clear feedback; and schools emphasize individual problem solving. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01