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Unit 7 Psychology of Adult Learning and Motivation
UNIT 7 PSYCHOLOGY OF ADULT LEARNING AND MOTIVATION - - - - - - - - - - - - Structure 7.0 Introduction 7.1 Objectives 7.2 Definitions of Certain Terms Used 7.2.1 Psychology 7.2.2 Educational Psychology 7.2.3 Adult Psychology 7.3 Nature of Psychology/Teaching-Learning 7.3.1 Nature of Teaching 7.3.2 Nature of Learning 7.3.3 Nature of Adult Learning 7.4 Scope of Psychology of Learning 7.5 Relevance of Psychology to Adult Learning 7.6 Theories of Learning and their Relevance to Adult Learning 7.6.1 Learning by Associat~on 7.6.2 Learning by Conditioning 7.6.3 Learning by Doing (Trial and Error) 7.6.4 Learn~ngby Insight 7.7 Motivation for Adult Learning 7.7.1 Concept of Motivation 7.7.2 Functions of Motivation 7.7.3 Types of Motivation 7.8 Theories of Motivation 7.8.1 Psycho-Analytic Theory 7.8.2 Maslow's Theory of Self-Actualisation 7.8.3 Psychological Theory of Motivation 7.8.4 Achievement-Motivation Theory 7.9 Approaches to Motivation of Adult Learners 7.10 LetUsSumUp 7.1 1 Answers to Check Your Progress 7.1 2 References 7.0 INTRODUCTION Dear student, in the previous unit, i.e. Unit 6 under Block 2, we could understand the trends in philosophical foundations of adult education in which we have studied the philosophies of Jean Piaget (1896- 1980), John Deway (1 859- 1952) Antonio Gramsci (189 1- 1937) and Paulo Freire (I92 1 - 1997). We have also discussed the philosophies of Indian thinkers viz., M.K.Gandhi and Rabindranath Tagore and their contributions to adult education. -
Inside Psychology: a Science Over 50 Years
Inside Psychology: a science over 50 years Edited by Pat Rabbitt (Emeritus Professor, University of Manchester, UK) Senior Research Associate, Department of Experimental Psychology, University of Oxford, UK and Senior Research Fellow, Department of Psychology, University of Western Australia, Perth, WA OXFORD UNIVERSITY PRESS 7 Psycholinguistics in our time Anne Cutler A nostalgic vignette It's hard to deny that some of the most radical changes in our scientific lives over the past decades have been in the mundane trappings of our daily work. The last words on the last page of my—beautifully formatted—PhD thesis (Cutler 1975) are: 'This dissertation was typed by Arlene Walker'. That is how we prepared documents in 1975—remember? We had someone else do it. Now, I venture to suppose that all chapters in the present book were typed straight into a computer by the authors. Like other branches of science, the practice of psychology thus no longer offers employment to substantial numbers of secretaries. Careers like that of Arlene Walker don't happen any more (having put herself through college with part-time secretarial work, she did a PhD at Cornell with Eleanor J. Gibson, and is now full professor of psychology and associate provost at the University of Montana: http://psychweb.psy.umt.edu/www/faculty). Of course, psychologists are not alone in having had their daily existence transformed by technological advance. Perhaps more than many others, though, we endure change in the very content of our work as a result of what technology offers; the computer as a model information processor is one obvi ous case. -
Adult Development and Aging Human Development and Social Policy
Adult Development and Aging Human Development and Social Policy Professor Alexandra M. Freund Email: [email protected] Office Hours: By appointment Tuesdays and Thursdays: 9:30 – 10:50 Brief Characterization of this Course: This course provides an overview of the longest phase of the life cycle – adulthood, covering the years from young to late adulthood. Life span developmental psychology assumes that development is not finished with adolescence but continues well into old age. In this class, a lifespan developmental perspective with an emphasis on psychological aspects of development will be taken to discuss various aspects of adult development and aging. In addition to different theoretical approaches, we will discuss empirical findings in various fields of adult development such as social relations, personality, cognitive functioning, emotion, and motivation. Students will learn to evaluate empirical research and draw connections to everyday phenomena. Required Readings Textbook: Cavenaugh, J. C., & Blanchard-Fields, F. (2002). Adult Development and Aging, 4th edition. Belmont, CA: Wadsworth/Thomson Learning. Articles supplementing the textbook To get a better understanding of the issues of adult development and aging, three novels are recommended as additional readings. Requirements 1. Attendance and participation in class discussion are a basic requirement. Students may not miss more than 4 classes. Beyond these 4 classes, one grade will be deducted from the final grade (e.g., for a total of 5 missed classes a “B+” becomes a “B“; for a total of six missed classes, an “A-” becomes a “B-”; for a total of seven missed classes, an “A“ becomes a “B-“, etc.). Active participation in class accounts for 20% of the grade. -
VERBAL BEHAVIOR by B. F. Skinner William James Lectures Harvard
VERBAL BEHAVIOR by B. F. Skinner William James Lectures Harvard University 1948 To be published by Harvard University Press. Reproduced by permission of B. F. Skinner† Preface In 1930, the Harvard departments of psychology and philosophy began sponsoring an endowed lecture series in honor of William James and continued to do so at irregular intervals for nearly 60 years. By the time Skinner was invited to give the lectures in 1947, the prestige of the engagement had been established by such illustrious speakers as John Dewey, Wolfgang Köhler, Edward Thorndike, and Bertrand Russell, and there can be no doubt that Skinner was aware that his reputation would rest upon his performance. His lectures were evidently effective, for he was soon invited to join the faculty at Harvard, where he was to remain for the rest of his career. The text of those lectures, possibly somewhat edited and modified by Skinner after their delivery, was preserved as an unpublished manuscript, dated 1948, and is reproduced here. Skinner worked on his analysis of verbal behavior for 23 years, from 1934, when Alfred North Whitehead announced his doubt that behaviorism could account for verbal behavior, to 1957, when the book Verbal Behavior was finally published, but there are two extant documents that reveal intermediate stages of his analysis. In the first decade of this period, Skinner taught several courses on language, literature, and behavior at Clark University, the University of Minnesota, and elsewhere. According to his autobiography, he used notes from these classes as the foundation for a class he taught on verbal behavior in the summer of 1947 at Columbia University. -
EDUCATIONAL PSYCHOLOGY (EPSY Program Option)
EDUCATIONAL PSYCHOLOGY (EPSY Program option) SCHOOL OF APPLIED HEALTH AND EDUCATIONAL PSYCHOLOGY GRADUATE HANDBOOK 2015 – 2016 COLLEGE OF EDUCATION OKLAHOMA STATE UNIVERSITY The content of this handbook applies to the students admitted to the graduate programs in Educational Psychology in Fall of 2015. This handbook is distributed electronically. Please print a copy to keep in your files. August 1, 2015 Table of Contents Welcome ........................................................................................................................................ 1 College of Education: Structure .................................................................................................. 2 SAHEP Administration ............................................................................................................................ 2 SAHEP Administrative Support Staff ...................................................................................................... 2 EPSY Program Faculty ............................................................................................................................. 3 Overview ........................................................................................................................................ 4 Where to Begin? ....................................................................................................................................... 4 Application Procedures ............................................................................................................................ -
Is THERE ADULT DEVELOPMENT DISTINCTIVE to WOMEN?
CHAPTER 12 Is THERE ADULT DEVELOPMENT DISTINCTIVE TO WOMEN? RAVENNA HELSON, JENNIFER PALS, AND MARJORIE SOLOMON INSTITUTE OF PERSONALITY AND SOCIAL RESEARCH, UNIVERSITY OF CALIFORNIA, BERKELEY Adult development usually refers to positive personality change after late adoles cence, such as increased competence, perspective, maturity, and understanding (Vaillant, 1977; White, 1966). It may be conceptualized as taking place in the process of meeting the psychosocial needs of identity, intimacy, generativity, and integrity (Erikson, 1963), or through developmental tasks such as rearing children or assum ing responsibilities in work (Havighurst, 1948). It can refer to the actualization of one's individual potential (Btihler, 1971; Jung, 1931/1960). Some would take adult development to be evidenced in the sequence of events that make a life story, or perhaps in the differentiation and coherence of one's life story (McAdams, 1993). Though attention tends to be focused on change in the positive direction, change may also be retrogressive (Baltes, 1987). Gains in self-control, for example, may be made at the cost of a loss in spontaneity. There is disagreement about whether features of adult development can be demonstrated in most people or in some people in some circumstances, or whether patterns of variation are so great and depend on so many factors as to render the construct of adult development of doubtful scientific use. The disagreement depends in part on diverse conceptualizations of what development consists of, on the way personality and personality change are to be measured, and on difficulties inherent in making comparisons across cultures or historical periods (Helson, 1993a; Helson & COPYRIGHT © 1997 BY ACADEMIC PRESS. -
ADULT PSYCHOLOGIST Lynnfield, MA
POSITION OPENINGS FOR ADULT PSYCHOLOGIST Lynnfield, MA Position: Child & Family Psychological Services/Integrated Behavioral Associates is looking to hire part‐time or full‐time predominantly Adult Psychologists. The position includes treatment and general assessment in the context of treatment of adults, children, adolescents, and families. The ideal candidate has competence providing evidence based psychotherapy with a broad spectrum of clinical presentations. Interest and competence in providing group treatment preferred. Experience and expertise in treating ASD, tics, trauma, and/or couples a plus. Employee Compensation/Benefits May Include: Above average compensation package Health & Dental Plans 401K employer contributions Compensation not primarily based on collections. A guaranteed minimum cash flow can be provided. Please send cover letter and CV: Wendy Officer, Human Resources Manager [email protected] All inquiries are strictly confidential. Existing health plan participation is not necessary. Must be licensed or license eligible in Massachusetts. Consideration of applications will begin immediately and will continue until the position is filled. Our Practice: Child & Family Psychological Services Inc. / Integrated Behavioral Associates is a private behavioral health care practice providing comprehensive evaluation, treatment, and consulting services since 1994. Our team of Board Certified Psychiatrists, Clinical Nurse Specialists, Psychologists, Social Workers and Counselors strive to provide integrated services for -
The Ultimate Educator: Achieving Maximum Adult Learning Through
CHAPTER 3 ULTIMATE ADULT LEARNING HISTORICAL ROOTS OF ADULT LEARNING PRINCIPLES Since the 1970s, adult learning theory has offered a framework for educators and trainers whose job it is to train adults. Malcolm S. Knowles (1973) was among the first proponents of this approach. In his book, The Adult Learner: A Neglected Species, he resurrected the word “andragogy” a term popular in German education circles in the early 1800s, and used it to label his attempt to create a unified theory of adult learning. Knowles’ contentions were based on four assumptions: 1. As they mature, adults tend to prefer self-direction. The role of the instructor is to engage in a process of inquiry, analysis, and decision-making with adult learners, rather than to transmit knowledge. 2. Adults’ experiences are a rich resource for learning. Active participation in planned experiences—such as discussions or problem solving exercises, an analysis of those experiences, and their application to work or life situations—should be the core methodology for training adults. Adults learn and retain information more easily if they can relate it to their reservoir of past experiences. 3. Adults are aware of specific learning needs generated by real-life events such as marriage, divorce, parenting, taking a new job, losing a job, and so on. Adult learners’ needs and interests are the starting points and serve as guideposts for training activities. 4. Adults are competency-based learners, meaning that they want to learn a skill or acquire knowledge that they can apply pragmatically to their immediate circumstances. Life or work-related situations present a more appropriate framework for adult learning than academic or theoretical approaches. -
The Adult Psychotherapy Progress Notes Planner Arthur E. Jongsma Jr., David J
[PDF] The Adult Psychotherapy Progress Notes Planner Arthur E. Jongsma Jr., David J. Berghuis - pdf download free book The Adult Psychotherapy Progress Notes Planner Download PDF, PDF The Adult Psychotherapy Progress Notes Planner Popular Download, Free Download The Adult Psychotherapy Progress Notes Planner Full Popular Arthur E. Jongsma Jr., David J. Berghuis, I Was So Mad The Adult Psychotherapy Progress Notes Planner Arthur E. Jongsma Jr., David J. Berghuis Ebook Download, The Adult Psychotherapy Progress Notes Planner Free Read Online, free online The Adult Psychotherapy Progress Notes Planner, pdf free download The Adult Psychotherapy Progress Notes Planner, Arthur E. Jongsma Jr., David J. Berghuis epub The Adult Psychotherapy Progress Notes Planner, Download The Adult Psychotherapy Progress Notes Planner E-Books, Download pdf The Adult Psychotherapy Progress Notes Planner, Read Best Book Online The Adult Psychotherapy Progress Notes Planner, Read The Adult Psychotherapy Progress Notes Planner Online Free, The Adult Psychotherapy Progress Notes Planner pdf read online, Free Download The Adult Psychotherapy Progress Notes Planner Best Book, The Adult Psychotherapy Progress Notes Planner Ebooks Free, The Adult Psychotherapy Progress Notes Planner PDF Download, The Adult Psychotherapy Progress Notes Planner Full Download, The Adult Psychotherapy Progress Notes Planner Free Download, The Adult Psychotherapy Progress Notes Planner Books Online, The Adult Psychotherapy Progress Notes Planner Book Download, CLICK HERE FOR DOWNLOAD Revolve in her childhood and earned confusion dream. Lee bit helped me get for sure until i am not asking for content to win andrew 's substance and buy the series now. If you are looking for a job miniature it did buy this book as someone else is attempting to be a cult and reader. -
Joining Erikson and Identity Specialists in the Quest to Characterize Adult Spiritual Identity
Identity: An International Journal of Theory and Research, 9:252–271, 2009 Copyright © Taylor & Francis Group, LLC ISSN: 1528-3488 print/1532-706X online DOI: 10.1080/15283480903344554 Joining Erikson and Identity Specialists in the Quest to Characterize Adult Spiritual Identity Chris Kiesling Asbury Theological Seminary Gwen Sorell Texas Tech University Identity theorists have often assessed spiritual identity as one of many components of a person’s ego identity under the assumption that spirituality structures the self and promotes outcomes consonant with other domains of identity. In this article, we ana- lyze presuppositions implicit in this assumption. Drawing from a qualitative study of spiritually devout women and men, we probe whether existing operationalizations of Erikson’s theory accurately conceptualize the narratives of spiritually devout women and men. In places where existing operationalizations seem inadequate, we offer sev- eral directives for future theoretical construction. Following Erikson, identity theorists have long recognized spirituality as an im- portant domain of identity formation and as a contributor to adult development (Markstrom, 1999; Ray & McFadden, 2001). Most often, identity researchers have assessed spiritual identity as one of many components of a person’s ego identity under the assumption that spirituality structures the self and promotes outcomes consonant with other domains of identity (Josselson, 1996; Marcia, 1966, 1993). In this article, we analyze several presuppositions implicit in this assumption. Drawing from a qualitative study of spiritually devout women and men, we offer Address correspondence to Chris Kiesling, Human Development and Christian Discipleship, School of Practical Theology, Asbury Theological Seminary, 204 North Lexington Avenue, Willmore, KY 40390 E-mail: [email protected] ADULT SPIRITUAL IDENTITY 253 observations and questions in hope of advancing current conceptualizations of adult spiritual identity development. -
Recommended Adult Immunization Schedule
Recommended Adult Immunization Schedule UNITED STATES for ages 19 years or older 2021 Recommended by the Advisory Committee on Immunization Practices How to use the adult immunization schedule (www.cdc.gov/vaccines/acip) and approved by the Centers for Disease Determine recommended Assess need for additional Review vaccine types, Control and Prevention (www.cdc.gov), American College of Physicians 1 vaccinations by age 2 recommended vaccinations 3 frequencies, and intervals (www.acponline.org), American Academy of Family Physicians (www.aafp. (Table 1) by medical condition and and considerations for org), American College of Obstetricians and Gynecologists (www.acog.org), other indications (Table 2) special situations (Notes) American College of Nurse-Midwives (www.midwife.org), and American Academy of Physician Assistants (www.aapa.org). Vaccines in the Adult Immunization Schedule* Report y Vaccines Abbreviations Trade names Suspected cases of reportable vaccine-preventable diseases or outbreaks to the local or state health department Haemophilus influenzae type b vaccine Hib ActHIB® y Clinically significant postvaccination reactions to the Vaccine Adverse Event Hiberix® Reporting System at www.vaers.hhs.gov or 800-822-7967 PedvaxHIB® Hepatitis A vaccine HepA Havrix® Injury claims Vaqta® All vaccines included in the adult immunization schedule except pneumococcal 23-valent polysaccharide (PPSV23) and zoster (RZV) vaccines are covered by the Hepatitis A and hepatitis B vaccine HepA-HepB Twinrix® Vaccine Injury Compensation Program. Information on how to file a vaccine injury Hepatitis B vaccine HepB Engerix-B® claim is available at www.hrsa.gov/vaccinecompensation. Recombivax HB® Heplisav-B® Questions or comments Contact www.cdc.gov/cdc-info or 800-CDC-INFO (800-232-4636), in English or Human papillomavirus vaccine HPV Gardasil 9® Spanish, 8 a.m.–8 p.m. -
Successful Young Adult Development
EXECUTIVE SUMMARY SUCCESSFUL YOUNG ADULT DEVELOPMENT A report submitted to: The Bill & Melinda Gates Foundation Peter L. Benson and Peter C. Scales Search Institute J. David Hawkins, Sabrina Oesterle, and Karl G. Hill Social Development Research Group, University of Washington Dec. 10, 2004 INTRODUCTION Promoting the healthy development of children and adolescents requires a clear vision of successful adult development. We have identified about 50 theoretical and empirical explorations of successful young adult development. This work provided the intellectual and scientific base for this document, complemented by ongoing research initiatives on indicators of successful development currently underway at the Social Development Research Group (SDRG) at the University of Washington in Seattle and the Search Institute (SI) in Minneapolis. The Transition to Young Adulthood The transition from adolescence to adulthood (usually defined as the period from approximately age 18 to age 25) is important because it sets the stage for later adult life (Arnett, 2000; George, 1993; Hogan and Astone 1986; Shanahan, 2000). Leaving familiar roles of childhood and adolescence and taking on new responsibilities of worker, spouse, or parent can be challenging. Negotiating this transition successfully has positive consequences. Most often, transitions encourage continuity, reinforcing developmental patterns already established in childhood and adolescence (Elder and Caspi, 1988). For example, avoiding substance use and delinquency in adolescence decreases the risk for antisocial involvement in young adulthood and poor physical and mental health (Guo, Collins, Hill, and Hawkins, 2000; Guo, Chung, Hill, Hawkins, Catalano, and Abbott, 2002; Hill, White, Chung, Hawkins, and Catalano, 2000; Mason, Kosterman, Hawkins, Herrenkohl, Lengua, and McCauley, 2004; Newcomb and Bentler, 1988; Oesterle, Hill, Hawkins, Guo, Catalano, and Abbott, 2004).