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Готові списки джерел за темами / Adult learning Psychological aspects

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Добірка наукової літератури з теми "Adult learning Psychological aspects"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 1 лютого 2022

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Статті в журналах з теми "Adult learning Psychological aspects"

1

Špatenková, Naděžda, and Lucie Smékalová. "Conditions of Succesful Learning in Adulthood." Lifelong Learning 5, no. 2 (2015): 8–22. http://dx.doi.org/10.11118/lifele201505028.

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This contribution deals with conditions of successful learning in adulthood. It describes basic parameters of successful learning, psychologically conditioned attributes of learning and relation between age and docility. The findings originate from the insight into psychological and personality changes in adulthood which are consequently applied in educational context. The aim of the contribution is to reflect such aspects of learning of adults which crucially determine successful learning and education in adulthood.

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2

Ferriter, Mary E. "Editorial: The necessity of adult learning methods in programs of intensive study." Journal of Automatic Chemistry 13, no. 4 (1991): 123–28. http://dx.doi.org/10.1155/s146392469100024x.

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This article presents the educational methodologies that prove effective in adult educational programmes of intensive study. The many facets of a quality educational programme are discussed and I will focus on four topics that any adult educational programme must have: an adult learner, an instructor of adults, a curriculum, and a response to outside forces.These topics become increasingly critical when one examines the components of technical education and, especially, an intensive training programme in laboratory automation systems. The adult will be discussed as a learner and the associated myths and principles. Next, I will focus on the instructor and his/her necessary personal and professional qualities, including essential skills and psychological elements required. Aspects of curriculum will then be studied. The conventional and the innovative approaches to curriculum design, development, and delivery differ markedly. Development and delivery are so closely linked to the curriculum that both will be discussed under the one title of ‘curriculum’. The final discussion will focus on the outside forces that directly and indirectly affect adult education; since these are many, they are limited to a few salient ones.

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3

Mukan, Nataliya, Olena Barabash, and Maria Busko. "The Analysis Of Adult Immigrants’ Learning System In Canada." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 20–24. http://dx.doi.org/10.1515/rpp-2015-0035.

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AbstractIn the article the problem of adult immigrants’ learning in Canada has been studied. The main objectives of the article are defined as: analysis of scientific and pedagogical literature which highlights different aspects of the research problem; analysis of the adult immigrants’ learning system in Canada; and the perspectives for creative implementation of Canadian experience in Ukraine.Adult education and learning throughout the world have been studied by foreign and domestic scientists: fundamentals of lifelong education (O. Martirosyan), theory and practice of adult education (V. Horshkova); peculiarities of adult learning (L. Mazurenko); andragogical (M. Knowles), structural and functional, systemic approaches (N. Alboim); personality-oriented (S. Lisova); axiological (T. Brazhe) approaches; psychological, pedagogical, andragogical, sociological researches of adult education (T. Kuchay, L. Tymchuk) etc. Adult education in Canada has been studied by M. Borysova, N. Mukan, O. Ohiyenko, but the learning system of adult immigrants has not been studied yet. Among research methods we have used comparative and logical methods, induction and deduction, content analysis, prognostic method etc. The following research results have been presented: the adult immigrants’ learning has been described as a system which consists of such components as the aim and objectives, fields of study, functions, principles, legal framework, environment and stages of learning, content and operational components, monitoring and assessment. Among the perspectives of further research we can define the analysis of Canadian “Prior Learning Assessment and Recognition” system.

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4

Šatienė, Salomėja. "Learning in Later Life: The Perspective of Successful Ageing." Applied Research In Health And Social Sciences: Interface And Interaction 12, no. 1 (December 1, 2015): 11–23. http://dx.doi.org/10.1515/arhss-2015-0003.

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Abstract The integrated approach to the development of educational theory of later life learning should be informed by comprehensive knowledge of ageing as a social construct. Establishment of the role of later life learning in the context of successful ageing paradigm encompasses both sociological and educational perspectives taking into consideration the complexity of older people’s engagement in society and participation in education with regard to social use for the learning outcomes and personal growth. In the context of successful ageing, it should provide the answers to the questions related to the meaning and role of learning in later life. The present research aims to explore the role of learning in the construct of successful ageing and to analyze the characteristic features of non-formal later life learning in Lithuania in the perspective of successful ageing based on the review some recent literature on psychological and social aspects of successful ageing and older adult education and research in the fields of educational and psychosocial gerontology. It pursues answers to the questions as to “How can learning in later life contribute to successful ageing? What are the implications for the role of learning in the models of successful ageing? How is the role of third-age learning conceptualized in the perspective of successful ageing?” The answers to these questions provide better insight into the conceptual background of older adult education and suggests prospective research on the issue of the role of learning in older age. The multidimensional nature of the concept of successful ageing revealed by the literature review suggests that the role of learning in the construct of successful ageing is analyzable in relationship with health, psychological and social domains. The role of learning in later life is manifested through its impact on maintenance of cognitive function, psychological resources and social functioning. The positive impact of learning in later life on mental health through maintenance of cognitive function and the utilization of psychological resources through stimulation of personal growth and self-efficacy of older adult learners has been supported by findings of many recent studies. Education has been identified as one of the predictors of active engagement with life as an essential component of successful ageing.

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Wagner, H. H., S. Temple, I. Dankert, and R. Napper. "How to communicate effectively in graduate advising." FACETS 1, no. 1 (March 1, 2017): 280–99. http://dx.doi.org/10.1139/facets-2015-0014.

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Анотація:

This paper completes a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. The companion paper discussed how to establish a learning-centered working relationship where advisor and graduate student collaborate in different roles to develop the student’s competence and confidence in all aspects of becoming a scientist. To put these ideas into practice, an advisor and a student need to communicate effectively. Here, we focus on the dynamics of day-to-day interactions and discuss (1) how to provide feedback that builds students’ competence and confidence, (2) how to choose the way we communicate and avoid a mismatch between verbal and nonverbal communication, and (3) how to prevent and resolve conflict. Miscommunication may happen out of a lack of understanding of the psychological aspects of human interactions. Therefore, we draw on concepts from Educational Transactional Analysis to provide advisors and students with an understanding of the psychological aspects of graduate advising as a basis for effective communication. Case studies illustrate the relevance of the concepts presented, and four worksheets ( Supplementary Material ) support their practical implementation.

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6

Ismail, Ibrahim. "PERKEMBANGAN KEMAMPUAN ASPEK KOGNITIF PESERTA DIDIK DALAM PROSES PEMBELAJARAN." Musawa: Journal for Gender Studies 12, no. 2 (December 31, 2020): 255–81. http://dx.doi.org/10.24239/msw.v12i2.671.

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Cognitive development is one of students' development aspects related to knowledge. It inlcudes all psychological processes related to individual's method to learn and comprehend his environment. Cognitive development is a development step of human from child to adult, from concrete thinking process to the advanced ones, which is abstract and covering logical concepts. Cognitive development in children is their abilities to think in a more complicated way, do reasoning, and solve problems that include into psychological process related to an individual's method of learning and taking his environment into account. The characteristics of students' cognitive development have to be realized by all parties. With the comprehension of the characteristics of students' cognitive development, teachers and parents can determine the development limit the students had according to their age, so teachers and parents can implement the knowledge that suits children’s cognitive skill.

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7

O'Brien, Casey L. "Flying beyond Gray's Anatomy: A psychologist's experience in palliative care and psycho-oncology." Palliative and Supportive Care 13, no. 6 (January 23, 2014): 1803–8. http://dx.doi.org/10.1017/s1478951513000606.

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AbstractA clinical fellowship provides opportunities for health professionals to learn specialist skills from experienced mentors in “real-world” environments. In 2010–2011, I had the opportunity to complete a palliative care and psycho-oncology clinical fellowship in a public hospital. I found ways to integrate academic training into my practice and become a more independent psychologist. In this essay, I aim to share my experience with others and highlight key learnings and challenges I encountered. In providing psychosocial care, I learned to adapt my psychological practice to a general hospital setting, learning about the medical concerns, and life stories of my patients. I faced challenges navigating referral processes and had opportunities to strengthen my psychotherapy training. In the fellowship, I engaged in educational activities from the more familiar psychological skills to observing surgical teams at work. I also developed confidence facilitating groups and an interest in group psychological support for young adult offspring of people with cancer. I was able to engage participants with haematological cancer in qualitative research about their experiences of corticosteroid treatment. In this process, I came to understand the complexity of chemotherapy regimens. Overseeing my development were multiple supervisors, offering unique insights that I could take in and integrate with my personal practice and worldview. Throughout this process I became increasingly tuned into my own process, the impact of the work, and developed self-care routines to help disconnect from my day. I also reflected on my experiences of loss and grief and developed a deeper understanding of myself as a person. I use the metaphor of a parachuting journey to illustrate various aspects of my learning.

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8

Holilulloh, Andi, and Ben-Naouar Youssef. "THE LEARNING PROCESS THROUGH SOCIAL MEDIA FOR CHILDREN: THE ISSUES AND CHALLENGES OF CHILDREN’S FUTURE." SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme 2, no. 1 (April 3, 2020): 58–67. http://dx.doi.org/10.37680/scaffolding.v2i1.261.

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The paper focuses on the influences of Social Media for human’s life which becomes literally hot news between impact and its importance, the children get to communicate freely and also they can feel all aspects from social media. In this globalization era, if social media is usually used without controlling, especially for children, the children are actually victims of social media, although they are mostly smart students and they are studying lots of sciences through high technology that started from elementary school until university level, they would be an educated people. The Technology is normally more suitable that can be used by adult people, both mobile phone or laptop which are easily connected into social media, by using of application and also access which are easy to connect all access around the world until Social Media could change directly the positive mentality of children into negative aspect. The value of this study indicates that social media could give positive impacts such as giving and sharing knowledge, information and learning aspects, but it could give negative impacts at the same time such as making the children anti-social, spreading hoax news, pornography, unkind news and negative information. The survey from APJII (Asosiasi Pengguna Jasa Internet Indonesia) shows that the user of internet within high intensity is to get a better quality of education level. It means that high educated person will always access internet constantly and goodly. Kandell said the students are the community that are greedy to have the internet access compared other communities because the students are in emerging adulthood level that young people get puberty era and change into mature time and they will experience psychological dynamics.

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9

Petrová, Gabriela, and Nina Kozárová. "Teaching foreign language to adults from the aspects of psychodidactic conception of education." Journal of Language and Cultural Education 5, no. 2 (May 24, 2017): 103–13. http://dx.doi.org/10.1515/jolace-2017-0021.

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Abstract Psychodidactic themes focused on the educational context have recently been resolved in both theoretical and research work. These themes are connected with general didactics, educational psychology, individual subject didactics, linguistics, philosophy, anthropology and neurosciences. Since the psychodidactic context of education is a widespectral and interdisciplinary topic, the present contribution deals with the issues of psychological aspects in the context of foreign language learning of adults. Good lecturers are looking for ways to help participants develop key competences. The support of lecturers has a chance to be successful especially when it is systematic and includes high-quality theoretical preparation. The aim of this paper is to attract attention, to a theoretical level, to using psychodidactic aspects during foreign language training of adults as well as to the building of competences necessary for the self- realisation of training course participants.

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10

Varina, H. "PSYCHOLOGICAL FEATURES OF THE DEVELOPMENT OF SANOGENIC POTENTIALAS A FACTOR IN THE PROFESSIONAL SUSTAINABILITY OF THE PERSONALITY OF THE FUTURE PSYCHOLOGIST." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 2 (9) (2018): 9–13. http://dx.doi.org/10.17721/bsp.2018.2(9).2.

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The scientific article is devoted to the problem of determining the characteristics of the sanogenic potential as a factor in the professional stability of the personality of a future psychologist-practitioner. The urgency of the problem is determined by the conditions for optimizing the personality-professional development of future practicing psychologists, personal maturity, the integration of self-concept and the development of a person’s sanogenic potential as aspects of professional stability, effective professional self-realization and the factors of preserving a person’s mental health. In order to develop the sanogenic personality potential of future psychologists, a training program "Development of the sanogenic personality potential: stress resistance and time management" was developed on the basis of a stress model. The purpose of the program is to increase the overall level of sanogenic potential of the individual. Particular attention is paid to forming a positive image of a stressful situation, learning to cognitively analyze the situation, predicting behavior as appropriate, updating the skills of arbitrary relaxation and developing experience in applying techniques and formulas for constructive response in solving professional problems. The program is created in accordance with the principles of the concept of accelerated learning (Accelerated Learning Theory) and uses all the latest developments in the field of adult learning methodology. Analyzing the results, we can say that the psycho-correction program has helped to increase the level of emotional stability and sanogenic potential of future psychologists. Students have decreased levels of situational and personal anxiety, decreased levels of feelings of insecurity, anxiety, inferiority, anxiety about work, sensitivity to failure (reflects the scale of "emotional"), increased the level of flexibility of thinking and behavior, ability to change shows the plasticity scale).

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Дисертації з теми "Adult learning Psychological aspects"

1

Shaw, Muriel Edith. "A model for transformative learning : the promotion of successful aging." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0015/NQ46422.pdf.

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2

Kearns, Hugh. "Effect of interaction between computer anxiety, locus of control and course structure on achievement in a computer literacy course." Title page, abstract and table of contents only, 1995. http://web4.library.adelaide.edu.au/theses/09EDM/09edmk24.pdf.

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3

Dercksen, Sarita. "'n Ondersoek na die verband tussen die Groot Vyf-persoonlikheidsfaktore en opleidingsprestasie by volwasse basiese opvoeding en opleiding leerders." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53524.

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Thesis (MA)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: The aim of this study was to investigate the nature of the relationship between the Big Five personality factors and practical and theoretical training performance in adult Basic education and training (ABET). The existing literature on the subject was surveyed; this is followed by a report on the results of the empirical investigation. The experimental group consisted of 82 learners who followed an ABET level-4 course. Personality was determined by means of the Five-Factor Non-Verbal Personality Questionnaire (FF-NPQ), while cognitive skills were measured with Raven's Standard Progressive Matrix. By using the Pearson product moment correlation coefficient, multiple regression analysis and factor analysis, it was established that, apart from IQ, there was a significant positive correlation between agreeableness and practical training performance. Although there was also a significant, but small, positive correlation between neuroticism and practical training performance, the influence of the former factor on practical training performance could not be confirmed by a regression analysis. Only IQ and to a lesser extent neuroticism, conscientiousness and extroversion showed a relation with theoretical training performance. Once again, the influence of the latter three factors on theoretical training performance could not be confirmed by a regression analysis. The conclusion is thus drawn in this study that only IQ has a significant influence on theoretical training performance. Results also indicate that characteristics such as trust, helpful behaviour and co-operative behaviour, which indicate agreeableness, help to promote receptiveness in training in practical work, especially with respect to skills training. It appears that the role of personality factors with respect to training performance depends on: a) the nature of the training programme being followed, b) the degree of difficulty of the training programme, and c) the work or task objectives for which the training is being undertaken. The conclusion was drawn that the findings of studies on the relationship between training performance and personality should be interpreted with circumspection and that a great deal of research is required in this area.
AFRIKAANSE OPSOMMING: Die doel van die studie was om ondersoek in te stel na die aard van die verband tussen die Groot Vyf-persoonlikheidsfaktore en praktiese en teoretiese opleidingsprestasie by volwasse basiese opvoeding en opleiding-leerders. 'n Oorsig van die bestaande literatuur oor die onderwerp is gelewer, gevolg deur die rapportering van die resultate van die empiriese ondersoek. Die eksperimentele groep het bestaan uit 82 leerders wat 'n VBOO-vlak 4 kursus gevolg het. Persoonlikheid is deur middel van die Vyf Faktor - Nieverbale-Persoonlikheidsvraelys (FF-NPQ) bepaal en kognitiewe vaardighede is met behulp van Raven se Standaard-Progressiewe Matriks gemeet. Met behulp van die Pearson-produkmoment-korrelasiekoëffisiënt, meervoudige regressieontleding asook faktor-ontleding, is vasgestel dat, benewens IK, daar ook 'n beduidend positiewe verband tussen welgevalligheid en praktiese opleidingsprestasie voorgekom het. Hoewel 'n beduidende, maar klein, positiewe korrelasie ook tussen neorotisisme en praktiese opleidingsprestasie voorgekom het, kon die invloed van die laasgenoemde faktor op praktiese opleidingsprestasie nie deur die regressieontleding ondersteun word nie. Slegs IK en tot 'n mindere mate neorotisisme, konsensieusheid en ekstroversie het 'n verband met teoretiese opleidingsprestasie getoon. Weereens kon die invloed van laasgenoemde drie faktore op teoretiese opleidingsprestasie nie bevestig word deur die regressieontleding nie. Ten opsigte van die huidige ondersoek, word die gevolgrekking dus gemaak dat slegs IK 'n beduidende invloed op teoretiese opleidingsprestasie het. Resultate dui daarop dat eienskappe soos vertroue, hulpverlende gedrag en samewerkende gedrag, wat dui op welgevalligheid, bevorderlik is vir opleiding in praktiese verband veral ten opsigte van vaardigheidsopleiding. Dit blyk ook asof die rol van persoonlikheidsfaktore ten opsigte van opleidingsprestasie, afhang van die a) aard van die opleidingsprogram wat gevolg word, b) die moeilikheidsgraad van die opleidingsprogram, asook c) vir watter werks- oftaakdoeleindes die opleiding plaasgevind het. Daar word tot die gevolgtrekking gekom dat die bevindinge van studies rakende die verband tussen opleidingsprestasie en persoonlikheid met omsigtigheid geïnterpreteer moet word en dat heelwat navorsing op hierdie gebied nodig is.

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4

Shai, Yee-man, and 佘綺雯. "Effects of computer presentation formats on learning among elderly andyounger adults: the role of cognitiveabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35804440.

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5

Heald, Jennifer Margaret. "Using self-directed learning strategies and affective factors in educating adult English learners." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2461.

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The content of this project will serve to demonstrate that ample research connects self-directed learning to more healthy psychological dynamics in language acquisition. It will also show that self-directed learning strategies are practical and effective in teaching a second language.

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6

Wacks, V. Quinton. "Successful aging, coping and learning : a case study of two diverse groups of older adults /." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07102007-142512/.

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7

Boswell, Paul Duane. "Acquisition versus long-term retention of Japanese words and syntax by children and adults: Implications for the critical period hypothesis in second language learning." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186502.

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The critical period hypothesis for second language learning, which states that young children learn additional languages better than adults, lacks unambiguous empirical support as well as a coherent theoretical model. An experimental study was conducted which analyzed child-adult differences in difficulty of acquisition and long-term retention for rules of syntax and words in Japanese, a language unfamiliar to the subjects. The results of this study found no advantage for children over adults either in acquisition or long-term memory. However, relative to the difficulty of acquisition, the children had lower forgetting rates for words than for rules when both materials were learned completely. In the lexical study, the children's performance at retention was closer to the adults' than at acquisition, whereas in the syntax study, the opposite was the case. These results confirm the existence of developmental differences in the forgetting rates of different materials. Such results imply that, if there is an advantage for learning language at an early age, it might be localized in lexical retention.

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8

Tsoi, Ying-see, and 蔡凝思. "Psychological managements for adult patients with psoriasis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48339295.

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Psoriasis is a chronic, inflammatory skin disorder and approximately 1% to 3% of the world’s populations are suffering from it. As numerous studies have shown that psoriasis is highly correlated with psychological distresses, one of the critical issues in the psoriasis patient care is the psychological problem. However, in the existing care for psoriasis, no guideline has been developed for patients’ psychological issue. Therefore, the aim of this translational research is to develop an evidence-based psychological care guideline with an implementation and evaluation plan for psoriasis patients in a dermatology setting. In this dissertation, 11 studies were selected after assessing the relevance of the obtained full texts. Data of these studies were extracted, and the quality of data was assessed by the Critical Appraisal Skills Programme and the Scottish Intercollegiate Guidelines Network. Evidences obtained from the literature review were aggregated and also critically reviewed. After these processes, an Evidence Based Protocol was developed. In the guideline, information related to the psychological assessment and interventions for psoriasis are included. Then the implementation potential of the guideline produced was examined in terms of the transferability, feasibility and the cost-benefit ratio. A pilot test was also conducted to identify any problems of the actual implementation of the mentioned guideline. Both process and outcome evaluation would be as used to assess the feasibility and the effectiveness of the guideline. In the end, this guideline isexpected to manage psychological aspects of psoriasis patients so as to improve their quality of life.
published_or_final_version
Nursing Studies
Master
Master of Nursing

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9

Babcock, Renee L. "Analysis of adult age differences on the Raven's Advanced Progressive Matrices Test." Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/29376.

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10

Goff, Frances R. "Adult children of alcoholics : psychological functioning and problem alcohol use." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/833462.

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Whereas many studies of adult children of alcoholics (COAs) have utilized clinical subjects, subjects in this study (n = 229) were relatively well functioning college students. The Children ofAlcoholics Screening Test (CAST; Jones, 1983) was utilized to define parental alcoholism.Results of a multivariate analysis of variance indicated that COAs were more likely to exhibit symptoms related to poor psychological adjustment than were their non-COA peers. No significant psychological differences in male and female COAs were found. COAs scored significantly higher than non-COAs (p.< .01) on the Alienation scale of the Psychological Screening Inventory (PSI; Lanyon, 1978), indicating the greater similarity of COAs to those with psychiatric problems. Social Nonconformity, as a measure of psychopathic behavior, was higher for COAs than for non-COAs (p. < .001). COAs from lower income families demonstrated higher scores on the Discomfort scale (p < .01), which measures symptoms. Those subjects who reported parental greater symptomatology and anxiety than those who reported no parental depression (p. ( .001). Although parental divorce rates were higher for COAs (32.4%) as compared to non-COAs (10.9%), no significant association with any of the psychological variables was found for parental divorce.In comparison to non-COAs, both male and female COAs evidenced greater problem alcohol use (p < .001) measured by the Michigan Alcoholism Screening Test (MAST; Selzer, 1971). As demonstrated by a MAST score of 7 or more, 88.8% of male COAs and 30.5% of female COAs indicated serious alcohol-related problems. Parental depression was also significantly related to problem alcohol use in subjects. It was found that the MacAndrew scale (MAC; MacAndrew, 1965) was of little utility for identifying subjects with problem alcohol use.
Department of Educational Psychology

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Книги з теми "Adult learning Psychological aspects"

1

Tennant, Mark. Psychology and adult learning. 2nd ed. London: Routledge, 1997.

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2

Tennant, Mark. Psychology and adult learning. London: Routledge, 1988.

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3

Tennant, Mark. Psychology and adult learning. London: Routledge, 1988.

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4

Psychology and adult learning. 3rd ed. London: Routledge, 2005.

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5

The Oxford handbook of reciprocal adult development and learning. 2nd ed. Oxford: Oxford University Press, 2011.

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6

Bodalev, A. A. Vershina v razvitii vzroslogo cheloveka: Kharakteristiki i uslovii͡a︡ dostizhenii͡a︡. Moskva: Izd-vo "Nauka", 1998.

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7

Seleznëva, E. V. Razvitie akmeologicheskoi ̆ kulʹtury lichnosti. Moskva: RAGS, 2004.

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8

Wills-Brandon, Carla. Learning to say no: Establishing healthy boundaries. Deerfield Beach, Fla: Health Communications, Inc, 1990.

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9

Stepanova, E. I. Psikhologii︠a︡ vzroslykh: Ėksperimentalʹnai︠a︡ akmeologii︠a︡. Sankt-Peterburg: Aleteĭi︠a︡, 2000.

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10

Philip, Pogson, ed. Learning and change in the adult years: A developmental perspective. San Francisco, Calif: Jossey-Bass, 1995.

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Більше джерел

Частини книг з теми "Adult learning Psychological aspects"

1

Kravčík, Miloš, and Ralf Klamma. "On Psychological Aspects of Learning Environments Design." In Towards Ubiquitous Learning, 436–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23985-4_35.

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2

Marinelli, A. G., and M. R. Di Renzo. "E-Learning: Role and Opportunities in Adult Education." In Interdisciplinary Aspects of Information Systems Studies, 269–75. Heidelberg: Physica-Verlag HD, 2008. http://dx.doi.org/10.1007/978-3-7908-2010-2_33.

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3

Peckitt, Katherine, and Cordet Smart. "Conversation Analysis of Psychological Formulation Discussions in Adult Learning Disabilities Teams." In Interprofessional Care and Mental Health, 147–67. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98228-1_7.

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4

Valieva, Fatima, Svetlana Fomina, and Irina Nilova. "Distance Learning During the Corona-Lockdown: Some Psychological and Pedagogical Aspects." In Knowledge in the Information Society, 289–300. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65857-1_25.

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5

Khan, Poonam, and Nikhil Ranjan Mandal. "Mapping Aspects for Assessing Aptitude for Architecture Education with Psychological Testing." In Advances in Human Factors in Training, Education, and Learning Sciences, 215–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80000-0_26.

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6

Thompson, Amy S., Liss Kerstin Sylvén, Yao Liu, and Fahad Alharbi. "Psychological Aspects of Self Across Contexts: A Comparison of China, Saudi Arabia, Sweden, Turkey, and the United States." In Second Language Learning and Teaching, 23–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75726-7_2.

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7

Rizwana, Azeez. "Eye Tracking as a Tool for Diagnosing Specific Learning Disabilities." In Emerging Trends in the Diagnosis and Intervention of Neurodevelopmental Disorders, 153–70. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7004-2.ch008.

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Анотація:

The chapter intends to highlight the use of eye tracker, a tool that tracks eye movements, as a potential tool to aid diagnosis of specific learning disabilities along with psychometric tests. The issue of identifying and assessing children for specific learning disabilities is very difficult and crucial for the psychological, social, and personal wellbeing of the child growing into an adult. A common technique for diagnosing specific learning disabilities is the need of the hour. The eye is considered to be the window to the brain. Any differences in the eye movement can reflect disorders or diseases in the functional areas of cerebral cortex, brain stem, cerebellum, and other areas of the brain. The most important contribution of eye tracking research is it allows examination of different aspects of cognitive performance in moment-to-moment details on very simple tasks and infer the neurobiological basis of cognitive processes. Therefore, the chapter focuses on studies related to use of eye trackers as a futuristic technique in the diagnosis of specific learning disabilities.

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8

Kats, Yefim. "Integrated Support of Students With Autism Spectrum Disorders and Learning Disabilities." In Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities, 1–14. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7053-1.ch001.

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This chapter outlines the integrated approach to support children and young adults diagnosed with learning disabilities and autism spectrum disorders (ASD). In this context, the authors, first, discuss the legislative background providing legal basis for the disability support in educational environments. They, further, address psychological and neurological aspects of learning disabilities and ASD diagnostics and consider how legislative and neurological issues influence special education methods, counseling, and instructional technology support. The educational tools addressed include mobile devices and applications, virtual reality, and robotics. The chapter concludes with a report on the development of college-level course in instructional technology, intended for technology facilitators and teachers working with the ASD students. The case study focuses primarily on the use of the affordable and popular LEGO robots. The holistic approach to support of those with disabilities, outlined in the chapter, combines educational leadership issues, psychological and job counseling, special education methods, and instructional technology.

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Hershkowitz, Rina. "Psychological Aspects of Learning Geometry." In Mathematics and Cognition, 70–95. Cambridge University Press, 1990. http://dx.doi.org/10.1017/cbo9781139013499.006.

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Bergeron, Jacques C., and Nicolas Herscovics. "Psychological Aspects of Learning Early Arithmetic." In Mathematics and Cognition, 31–52. Cambridge University Press, 1990. http://dx.doi.org/10.1017/cbo9781139013499.004.

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Тези доповідей конференцій з теми "Adult learning Psychological aspects"

1

Salnikova, Ekaterina. "PSYCHOLOGICAL ASPECTS OF ADAPTATION OF STUDENTS TO DISTANCE LEARNING." In XVII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2309.sudak.ns2021-17/332-333.

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2

Gorodetskaya, Inna M. "Socio-psychological aspects of lifelong education and professional re-training." In 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402121.

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3

Kovalenko, O., and D. Kovalenko. "Psychological aspects of engineers' training in a technical higher educational institution." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318035.

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4

Rumetshofer, Hildegard, and Wolfram Wöß. "An approach for adaptable learning systems with respect to psychological aspects." In the 2003 ACM symposium. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/952532.952643.

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5

Ershova, L. V., A. A. Koreneva, J. A. Kukushkina, M. P. Chernovol, and I. V. Chirich. "Psychological Aspects of Pedagogical Activity in Distance Learning: Problems and Prospects." In Proceedings of the International Conference Digital Age: Traditions, Modernity and Innovations (ICDATMI 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201212.046.

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6

Ludusan, Bogdan, Amanda Seidl, Emmanuel Dupoux, and Alex Cristia. "Motif discovery in infant- and adult-directed speech." In Proceedings of the Sixth Workshop on Cognitive Aspects of Computational Language Learning. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-2413.

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Viktorenko, Sviatoslav. "ASPECTS OF MODULAR LEARNING FOR PSYCHOLOGICAL RESOURCES OF STUDENTS’ MNEMIC FUNCTION AS A MEANS OF PRODUCTIVE LEARNING ACTIVITY." In Relevant Trends of Scientific Research in the Countries of Central and Eastern Europe. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-002-5-39.

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8

Tonova, Tania, and Stanislav Ivanov. "EARLY INVOLVEMENT OF STUDENTS IN RESEARCH ON PROBLEM CONCERNING PSYCHOLOGICAL, COGNITIVE, AND DIDACTICAL ASPECTS OF THE MATHEMATICS EDUCATION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2290.

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9

Randjelovic, Danijela, Jelisaveta Todorovic, and Miljana Spasic Snele. "PARENTAL EDUCATIONAL STYLES AS PREDICTORS OF PERFECTIONISM AND QUALITY OF SIBLING RELATIONSHIPS AMONG STUDENTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact040.

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"The main objective of this study was to examine the relationship between parental educational styles, perfectionism in children, and the quality of adult sibling relationships. Additionally, the goal is to determine whether parental educational styles represent a significant predictor of perfectionism and quality of relationship between adults. The research was conducted on a sample of 200 respondents, students of the Faculty of Philosophy, the Faculty of Economics and the Faculty of Sciences and Mathematics in Niš. EMBU questionnaires were used to examine the parental educational styles, the Multidimensional Perfectionism Scale (MPS), and the KOBS Questionnaire on the quality of relationships with siblings in adulthood. The starting hypotheses have been partially confirmed and new questions have been raised about these constructs and their relationship. Statistically significant predictors of different aspects of perfectionism that were measured were a) significant predictors for the aspect of Parental Expectations were the following parental educational styles Overprotective mother (?=0.375, p=0.003) and Father’s Favoritism (?=-0.186, p=0.035), b) a significant predictor for the aspect of Organization was the following educational style Mother’s Emotional Warmth (?=0.335, p=0.031); c) significant predictors for Parental Criticism were the following educational styles Father’s Rejection (?=0.254, p=0.009) and Mother’s Emotional Warmth (?= -0.437, p=0.000), d) the significant predictor of Personal Standards was Overprotective mother (?= 0.307; p=0.042), e) significant predictors for Concern over Mistakes, were the following educational styles Parental Inconsistency (?=0.160; p=0.048) and Mother’s Emotional Warmth (?= -0.308, p=0.027), f) significant predictors of Doubts about Actions were the following educational styles, Parental Inconsistency (?=0.235, p=0.007), Overprotective mother (?= 0.304, p=0.035) and Mother’s Favoritism (?=0.222, p=0.028). When it comes to the quality of relationship between brothers and sisters, parental educational styles are also significant predictors of various aspects of those relationships. We are pointing out the most important results. Statistically significant predictors of the subscale Competition between siblings were the educational styles Father’s Rejection (?=0.469, p=0.000), Mother’s Favoritism (?=0.475, p=0.000), Father’s Favoritism (?=-0.196, p=0.029), and Mother’s Emotional Warmth (?=-0.313, p=0.019). Statistically significant predictors for the subscale Closeness or Warmth between siblings were the following educational styles Mother’s Rejection (?=-0.456, p=0.006) and Father’s Emotional Warmth (?=0.391, p=0.002). Statistically significant predictors for subscale the Conflict between siblings were the following educational styles Father’s Rejection (?=0.355, p=0.003) and Mother’s Favoritism (?=0.337, p=0.000). These results show that both rejection and favoritism by the parents contribute to the development of less desired relationships between siblings. Overprotective parents, inconsistency and favoritism of a child contribute to less desired aspects of perfectionism. Additional analysis of connection between perfectionism and relationship between siblings revealed that the less desired aspects of perfectionism are connected with bad relationships between siblings. The only exception is the aspect of Organization as it is connected with emotional and instrumental support, familiarity, closeness and admiration between siblings."

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Purzer, Senay, and Nicholas D. Fila. "Special session — A framework for engineering student innovation that connects cognitive, psychological, and cultural aspects of learning." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190625.

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