Abilities and Competencies in Adulthood: Life-Span Perspectives on Workplace Skills. [Report No.: OECD/NCAL-TR94-12

Autor/inn/en	Smith, Jacqui; Marsiske, Michael
Institution	Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.; National Center on Adult Literacy, Philadelphia, PA.
Titel	Abilities and Competencies in Adulthood: Life-Span Perspectives on Workplace Skills. [Report No.: OECD/NCAL-TR94-12
Quelle	(1994), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Learning; Aging (Individuals); Basic Skills; Cognitive Ability; Cognitive Processes; Cognitive Psychology; Continuing Education; Developmental Psychology; Intelligence; Job Performance; Job Skills; Job Training; Lifelong Learning; Models; Workplace Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Aging; Altern; Basic skill; Grundfertigkeit; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Kognitive Psychologie; Weiterbildung; Entwicklungspsychologie; Intelligenz; Klugheit; Work performance; Arbeitsleistung; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Life-long learning; Lebenslanges Lernen; Analogiemodell
Abstract	This report presents a framework for considering general and work-related adult cognitive performance that is drawn from current theory and research on life-span developmental and cognitive psychology. The first section considers the concept of basic skills and the classical distinction between achievement and aptitude. By drawing linkages between these concepts, the second section presents both a model and a set of propositions dealing with the aging of intellectual functioning. The model shows that the effects of age on intellectual skills and abilities is neither uniformly positive nor negative. In the third section, specific research that has attempted to link intellectual ability and basic academic skills to job performance (with only modest success) is reviewed. The fourth section considers another set of intellectual competencies: domain-specific knowledge bases. The report suggests that the acquisition and updating of job-specific knowledge holds the most promise for the aging of work-related abilities. The final section suggests that job competence should include, and go beyond, basic skills. It argues that an understanding of job competence must not only encompass the concepts of intellectual aptitude and basic skills but also include concepts of individual expertise in job-related domains, interpersonal and everyday skills, and personal motivation. Contains 191 references. (YLB)
Anmerkungen	National Center on Adult Literacy, Publications, 3910 Chestnut Street, Philadelphia, PA 19104-3111 (order no. TR94-12: $8).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01