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Abstracts are presented of 23 research papers on attitude changes resulting from supervisory training; nonparticipation in vocational retraining; methods and techniques (including mass media, small group discussion, correspondence study, and the use of programed instruction for health personnel and in human relations training); preferred adult educational methods among potential participants; adoption of new agricultural practices; dental health instruction and counseling; information systems development; program administration; attitudes and performance of extension agents; information needs and information seeking; faculty attitudes toward programs of continuing higher education; regional planning; homemaking education; effects of structure and sequence on adult learning; and professional career patterns. Basic adult education information sources, current information sources, and other publications of the ERIC Clearinghouse on Adult Education are also listed. (ly)

SELECTED PAPERS AND GROUP REPORTS FROM A FLORIDA STATE UNIVERSITY TRAINING INSTITUTE ARE PRESENTED ON PSYCHOLOGICAL AND SOCIOLOGICAL DIMENSIONS OF POVERTY AND ILLITERACY, ADULT BASIC EDUCATION METHODS AND OBJECTIVES, PRINCIPLES OF ADULT LEARNING AND BEHAVIOR CHANGE, AND RELATED CONCERNS IN TEACHER TRAINING AND PROGRAM DEVELOPMENT. SPECIFIC PROBLEM AREAS IDENTIFIED BY TEACHER TRAINERS, THE OVERALL PROBLEM OF IDENTIFYING WITH AND MOTIVATING THE UNDEREDUCATED, ADULT CENTERED COUNSELING, CURRICULUM PLANNING, AND READING INSTRUCTION, EVALUATION OF INSTRUCTIONAL MATERIALS, ENLISTMENT OF COMMUNITY SUPPORT, LONG RANGE EFFECTS OF EARLY CULTURAL DEPRIVATION, AND STRATEGIES AND SUGGESTIONS FOR TRAINING INDIGENOUS NONPROFESSIONALS ARE AMONG THE MAJOR TOPICS CONSIDERED. TWO TABLES, CHAPTER NOTES AND REFERENCES, APPENDIXES, AND A MODEL OF THE LEARNING PROCESS ARE ALSO INCLUDED. (LY)

IN THIS STUDY ON THE EFFECTS OF STRUCTURE AND SEQUENCE ON ADULT LEARNING, 96 ADULTS UNFAMILIAR WITH NUMBER BASES AND RANGING IN AGE FROM 23 TO 53 WERE RANDOMLY ASSIGNED TO FOUR DIFFERENTIALLY STRUCTURED INTRODUCTORY MATERIALS (HISTORY OF MEASUREMENT, BASE TEN, BASE SEVEN, OR PRINCIPLES OF NUMBER BASES) AND TO THREE DIFFERENTIALLY SEQUENCED LEARNING TASK CONDITIONS (RANDOM, PARTIAL, OR COMPLETE) WITHIN FOUR INTELLIGENCE AND TWO SEX CATEGORIES. SUBJECTS WERE INDIVIDUALLY PRESENTED THE BASE FOUR TASK IN PAIRED ASSOCIATE FORM AFTER THEY HAD RECEIVED THE PROGRAMED INTRODUCTORY MATERIAL. THE INTRODUCTORY MATERIAL APPEARED TO HAVE SIGNIFICANTLY POSITIVE RESULTS ONLY WITH SUBJECTS HAVING SUPERIOR INTELLIGENCE. THE COMPLETELY SEQUENCED LEARNING TASK RESULTED IN A MORE RAPID MASTERY OF THE LEARNING TASK, ESPECIALLY WITH LESS INTELLIGENT SUBJECTS. RELIABLE DIFFERENCES AMONG THE INTELLIGENCE CATEGORIES AND BETWEEN THE SEXES WERE ALSO OBSERVED. (ALSO INCLUDED ARE CHARTS, TABLES, AND 17 REFERENCES.) THIS PAPER WAS PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH, CHICAGO, FEBRUARY 11-13, 1968. (AUTHOR/LY)

In the late 1950's and early 1960's an ongoing program in liberal arts was introduced using the study - discussion method, popularly known as Living Room Learning. The purposes of the groups were to draw basic information from specially prepared reading and audio-visual materials and to stimulate participants to think better for themselves through discussion. Discussion leaders were community volunteers trained in special workshops. Meetings were held in private homes in the community for eight to twelve sessions of about two hours. Groups averaged sixteen to eighteen participants. The program grew with funding and other support until it serviced annually over 1,500 participants in 77 British Columbia communities on an annual budget of $25,000. The program was discontinued when the University sponsor ruled that Extension Programs must be self-supporting. An effort to reintroduce the program at a later date was short-lived. An 11-item bibliography is included. (SC)

The purpose of this paper is to review progress in the development of an instrument by which to study the dimension of teacher-student relationships that can be related to power, and by which to study the contribution of this dimension to the learning climate. Sections of the paper are: Theoretical Basis for an Instrument; Development of an Instrument; Testing the Instrument; Examination of Individual Statements; Next Steps in Instrument Development; and Use of the Instrument. The value of the instrument will be to test hypothesis based on a notion that the expectations of the teacher that the student brings to the learning situation and the quality of the relationship that develops between student and teacher during the learning situation may be the most critical factors in successful implementation of designs. Appendix A provides the Instrument to Differentiate Students' Perceptions of Teachers' Bases of Power; Appendix B is a Master List of Items; and Appendix C is Perceptions Differentiations. A brief list of references is provided. (DB)

This document contains seven papers which examine the functional and organizational roles of the school supervisor in the context of new social, organizational, and professional demands on the school. The papers were presented at a 3-day symposium which focused on three related themes. The first theme, "The Supervisor: New Demands, New Dimensions," is treated by C. Taylor Whittier in his paper "The Setting and New Challenges." Papers concerned with the second theme, "Coping With Role Realities," are "Helping Adults Change," by Gordon J. Klopf; "Influencing Professional Negotiation," by William F. Young; "Assessment of Learning Outcomes," by J. Thomas Hastings; and "Coordinating the Team," by George W. Denemark. The third theme, "Career Development," provides the subject for"Implications for Career Development," by William H. Lucio, and "The Supervisor and His Professional Identity," by Jack R. Frymier. (JH)

This document includes five papers on teaching reading skills to illiterate adults. The first discusses the stages of development in acquiring reading skills--introduction, application, and mastery; and suggests two steps which should be taken with reference to reading instruction for illiterate adults--sub groups within the target population (Indians, Negroes, etc.) must be described and defined, and a set of adult criterion education tasks must be identified. The second discusses studies which have been made of several literacy programs; attached is a bibliography and a detailed listing of objectives at five reading levels in teaching vocabulary, comprehension, and study skills. The third paper discusses determining reading levels of adult students and the problems of testing. Another describes an adult education approach to reading instruction, including a controlled environment, meeting basic needs, prevention of any failure, and an approach which is relevant to adult experience. The final paper covers the selection and use of adult reading materials. (EB)

Four background papers for a social psychological approach to the continuing education of older-aged (those over 50) persons are provided. In the first paper, "Social Impacts on Aging in American Culture," evidence derived from certain empirical studies is adduced to support a view that external elements--social values and age-norms, status patterns, and gross social system characteristics--produce much of the distinctive behavior and problems of old age. The second paper, "The Educational Plight of Today's Elderly," endeavors to summarize, in a way that escapes the bias of the professional educational view, some recent claims and developments related to the social change and demands of the present era that place special stress on the education of the older person. "Problem Solving and Complex Learning Behavior in Old Age," the third paper, includes a far from exhaustive review of a number of reports and writings about learning "decrement" in aging. The final paper, "Educational Interests of the Elderly as Motives to Seek Out Organized Instruction," concerns studies of the interests of the elderly, with regard to their usefulness to the educational planner. Each of the papers has its own list of references. (Author/DB)

The literature and research on adult learning in groups is reviewed in this paper. The adult educator must develop expertise in understanding leadership as it relates to groups so he can provide for the evolution of group cohesiveness in the curriculum development process. He must strive to organize varied group interaction and action opportunities to select learning experiences which facilitate both individual and group learning effectiveness, and to recognize that each adult educator as instructor is also a member of the groups he leads. A nine page bibliography is included. (KP)

This publication is a collection of selected papers presented by participants in an adult education seminar, spring semester 1969, at Kansas State University. The focus of the seminar was on understanding the adult basic education programs. Papers covered topics such as student recruitment; adult dropouts; teaching techniques; adult learning characteristics; disadvantaged adults; vocational programs; adult counseling; testing in adult basic education programs; inservice teacher education; mathematics materials; the community college role; and administration of adult education programs. (se)

Three adult education conference papers, together with abstracts, are presented on adult education participation and self-concept. Propositions regarding behavior and motivation are discussed in the context of a theory of self-concept. Curiosity, enjoyment of learning activities, and pleasure in acquiring and/or possessing knowledge are among the reasons stressed in another paper for involving oneself in learning. Also considered are the ways in which conflicting psychological needs, role transition, and the attitude or sense of powerlessness affect adult learning. The document includes publications of the ERIC Clearinghouse on Adult Education and additional references, notes on availability, and the ERIC Document Reproduction Service order form. (ly)

This workshop was undertaken to exchange, through face to face interaction, theoretical formulations on adult education and the social sciences; and to provide adult educators with opportunities to learn more about theory building principles and strategies. Papers for the first day discussed research dissemination and utilization, measurement of participation, interrelationships between theory and practice, and concepts in extension education. Other papers dealt with principles of adult learning, organizational structures and changes, kinds of theories and resources, adult learning projects, interactions between people and materials in instructional situations, margin theory (pertaining to the adequacy of an adult's intellectual resources for maintaining autonomy), and an approach to model building based on the elements of family, community, work institution, ego or personality, and one's physical being. A summary discussion was held to evaluate the workshop and to decide whether to schedule another such meeting. (Appendixes include seminar participants and 20 references. Appendix A removed because of poor reproducibility.) (ly)

At the 1968 annual meeting of the Commission of Professors of Adult Education small group discussions were held on the following graduate course areas: survey in, or introduction to, adult education; program development; adult learning; organization and administration; research seminars. Fifteen brief reports ("Interesting Things") were given on topics of personal interest or concern. Allen Tough's position paper on the future direction of the Commission was followed by workshop-type group discussions of objectives identified by Tough. Chairmen then made special reports on the progress of their respective committees. New business consisted of election of new executive committees, a professorial exchange program, and appointment of new committees. (The appendix includes the position paper; a preliminary self-diagnosis form for program planning; data on professorial skills; and 65 references. (ly)

These eight conference papers discuss adult learning, instructional theory, and related issues in research and practice. Focusing on processes of educational change, the first paper considers how experienced teachers, educational theorists, and researchers possessing empirically tested knowledge can cooperate in program planning. The next paper reviews the adult instruction literature, then offers some generalizations, and closes with an exposition of the author's theory of instructional transactions or interactions. Another examines broad educational strategies in terms of social games--learned cultural sequences--which create communication networks conducive to various kinds of learning. Next, adult educators are offered guidelines for competing more effectively for funds and program support. In another paper, Malcolm Knowles argues the importance of the emerging field of andragogy (the science of helping adults learn) and suggests implications for adult learning environments. The next two look toward a differential psychology of adult learning and adjustment potential, and indicate how adult educators might apply existing knowledge in motivating and working with adults and in choosing appropriate overall strategies. Finally, consideration is given to administrative responsibility for effective, relevant instruction. Six references are included. (LY)

THE TOPICS OF EIGHT CONFERENCE PAPERS INCLUDE (1) THE PROBLEM OF DIFFERENTIATING EFFECTS OF SPECIFIC INSTRUCTION FROM EFFECTS OF OTHER INFLUENCES (GROWTH, ENVIRONMENT, AND SELF-INSTRUCTION), (2) CRITERIA FOR MEASURING CHANGE IN PROFICIENCY, AND (3) WAYS OF RELATING SUCH CHANGE TO OUTSIDE VARIABLES SUCH AS MEASURABLE CHARACTERISTICS OF LEARNERS AND INSTRUCTORS, AND METHODOLOGY. THE ISSUE OF ACCEPTABLE CRITERIA (PERFORMANCE MEASURES) OF DEGREES OF LEARNING DURING PRACTICE IS DISCUSSED. SUGGESTIONS ARE OUTLINED FOR IMPROVING EXPERIMENTATION BY ASSEMBLING ALL APPROPRIATE MEASUREMENTS AND DATA, USING ORDERED HYPOTHESES, AND TREATING EXPERIMENTAL CLASSROOMS AS SINGLE SUBJECTS. THE BROMWOODS RESIDENTIAL CENTER STUDY OF WASHINGTON UNIVERSITY DESCRIBES THE FAILURE OF RESIDENTIAL STUDENTS TO SIGNIFICANTLY SURPASS ADULT EVENING CLASSES IN OBJECTIVE KNOWLEDGE (BEGINNING PSYCHOLOGY) OR IN IMPROVED MEASURED ATTITUDE. ALSO, DIFFICULTIES IN APPLICATION OF CRITERIA IN NAVAL MAINTENANCE TRAINING RESEARCH ARE DOCUMENTED, AND CORRECTIVE PROCEDURES ARE INDICATED. A PAPER ON THE CURVILINEAR RELATIONSHIP BETWEEN KNOWLEDGE AND TEST PERFORMANCE ARGUES FOR FINAL EXAMINATIONS AS THE BEST EXISTING INDICANT OF LEARNING. OTHER PAPERS OUTLINE A FRAMEWORK FOR STUDYING CRITERION MEASURES AND THEIR GENERALIZABILITY ACROSS SAMPLES, SITUATIONS, AND CONTEXTS, AND EVALUATE PROGRAMED INSTRUCTION AMONG NAVAL TRAINEES AS A PREDICTOR OF CLASSROOM LEARNING. THE DOCUMENT INCLUDES TABLES, FIGURES, AND REFERENCES. (LY)

TWO PAPERS ARE INCLUDED IN THIS BULLETIN. THE MILTON SCHWARTZ PAPER, "THEORIES OF MOTIVATION AND THEIR APPLICATION TO ADULT EDUCATION," SURVEYS THE THINKING, RESEARCH, AND CONCLUSIONS OF SOME OF THE LEADING FIGURES CONCERNED WITH SOCIAL MOTIVATION. THE AUTHOR ATTEMPTS TO CLASSIFY THESE THEORIES BY GENERATING A TWO-DIMENSIONAL SCHEMA OF SOCIAL MOTIVATION. THE HORIZONTAL CONTINUUM INCLUDES POSTIVE-STRIVING THEORIES ON ONE END AND NEED-REDUCTION VIEWS ON THE OTHER. THE VERTICAL CONTINUUM PUTS ACHIEVEMENT MOTIVATION ON ONE END AND AFFILIATION-COMFORT NEEDS ON THE OTHER. AN ATTEMPT IS MADE TO DEMONSTRATE THE UTILITY OF THE SCHEMA THROUGH EXAMPLES FROM STATEMENTS OF ADULT EDUCATION STUDENTS. RICHARD LANYON, IN "PSYCHOLOGICAL LEARNING THEORY, APPLICATION TO ADULT EDUCATION," REVIEWS SOME OF THE MAJOR THINKING OF SCHOLARS IN THE FIELD OF ANIMAL LEARNING (CRUCIAL FACTORS OF AMOUNT OF PRACTICE AND REINFORCEMENT), EXAMINES FINDINGS IN THE FIELD OF HUMAN VERBAL LEARNING (ADDED CRUCIAL FACTORS OF MEANINGFULNESS AND ORGANIZATION OF MATERIALS), AND THEN SUMMARIZES APPLICATIONS OF THESE PRINCIPLES TO EDUCATION. THE AUTHOR DESCRIBES TEACHING MACHINES AS MAKING DIRECT USE OF THESE IMPORTANT PRINCIPLES OF LEARNING AND HE MAKES SUGGESTIONS FOR THEIR APPLICATION IN REGULAR CLASSROOM TEACHING. THIS DOCUMENT IS ALSO AVAILABLE FROM THE UNIVERSITY EXTENSION DIVISION, RUTGERS, THE STATE UNIVERSITY, 35 COLLEGE AVE., NEW BRUNSWICK, NEW JERSEY. (EB)

PAPERS WERE PRESENTED AT A CONFERENCE ON CLASSROOM LEARNING ON SUCH TOPICS AS PROGRAM DESIGN, TESTING, AND OTHER EVALUATION TECHNIQUES, COMPUTER ASSISTED INSTRUCTION, PROGRAMED INSTRUCTION, SIMULATION, PACING, AND RETENTION. SEVERAL TREATED MILITARY TRAINING, ADULT LEARNING, AND ADULT-CENTERED CLASSROOM TECHNIQUES. IN ONE PAPER, THE SYSTEMS APPROACH TO ADULT LEARNING WAS PREDICATED ON THE APPLICATION OF ENGINEERING LOGIC IN FORMULATING OBJECTIVES, IDENTIFYING AND ALLOCATING FUNCTIONS, AND PLANNING FOR OPERATION OF THE SYSTEM AND SYSTEM TESTING. ANOTHER STUDY COMPARED THE PERFORMANCE OF NAVY TRAINEES IN RADAR AND RADAR NAVIGATION TECHNOLOGY AS MEASURED AT FOUR POINTS IN THE TRAINING SEQUENCE. ONE RETENTION STUDY COMPARED PROGRAMED AND CONVENTIONAL INSTRUCTION IN A NAVY TECHNICAL COURSE. ATTITUDES OF INSTRUCTORS, TRAINING ADMINISTRATORS, AND NAVY AND MARINE ENLISTED MEN TOWARD PROGRAMED INSTRUCTION WERE SURVEYED AT EIGHT AVIATION TECHNICAL TRAINING SCHOOLS. A STUDY OF ELECTIVE PARTICIPATION IS CURRENTLY BEING MADE. THE DOCUMENT INCLUDES TABLES, DIAGRAMS, AND A BACKGROUND PAPER. THESE PAPERS WERE PRESENTED AT A CONFERENCE HELD AT THE BROMWOOD RESIDENTIAL CENTER, WASHINGTON UNIVERSITY, ST. LOUIS, MISSOURI. (LY)

The document reports the proceedings of a conference on "Theory and Methods of Research on Aging" held under the auspices of the Division of Maturity and Old Age of the American Psychological Association, the Department of Psychology and the Human Resources Research Institute of West Virginia University, May 17-19, 1967. The summaries of four speeches and of the ensuing floor discussions on all are presented. McFarland Discusses the status of perception and aging and includes sensory as well as perceptual processes. Kay's paper restricts the field of learning largely to that of the memory functions. The paper by Bayley on the topic of cognition also limits the field of discussion by attending primarily to the basic components of standard tests of intelligence, such as reasoning, problem-solving, information, and complex measures of memory function. She bases her analysis of the art on a description of data and issues arising out of the Berkeley growth studies. In the fourth primary paper Chown discusses the current status of work in personality and aging. She organizes her discussion around two major trends, the work on disengagement theory and life style and the more isolated pursuits of age differences on a large variety of particular test and inventory type measures of personality. (NL)

An explanation of the Continuing Education Unit (CEU) is offered in this paper. At Jefferson College in Missouri, the CEU is an evaluative unit used in awarding a Continuing Education Diploma. The CEU is defined as ten contact hours of participation in an organized continuing education experience under responsible leadership, capable direction and qualified instruction. It enables the adult learner to receive recognition for a broad range of self-fulfilling learning experiences. At the same time it provides the institution with a vehicle for measuring and recording these experiences. (Author/SW)

The relative appeal and effectiveness of several television lesson formats designed for adult learners in an open university learning system were evaluated. One hundred and fifty-four subjects viewed video lesson segments in two college course areas, Accounting and Psychology. A variety of TV formats were used, including story-lines, short vignettes, animation, sharers of information, and illustrated lectures. The intent was to produce instructional television rather than televised instruction. Subjects responded to content and attitude questionnaires and were interviewed in depth. The results suggested guidelines for acceptable formats for instructional television designed for adult learners. (Author)

A workshop held December 7, 8, and 9, 1970, was the second phase of a three-part program which aims to organize and develop Adult Basic Education (ABE) teacher preparation programs in institutions of higher education. The goals of the workshop were to: (1) inform participants about the need for professional preparation in teaching Adult Basic Education; (2) inform participants about research relevant to organizing teacher education programs; (3) help participants develop in-service training plans that they could use at their respective institutions; (4) help participants develop measurement and evaluation skills with which they could judge their own Adult Basic Education programs; and (5) provide a place for participants to exchange ideas, opinions and findings, and to develop specific plans of action to initiate at their institutions. The 32 participants in the workshop were from 26 institutions from 20 states west of the Mississippi River. The four papers presented at the workshop were: "A Report on Reaching the Undereducated in Salt Lake City" by Suzanne Weiss, "Report of the Southern Regional Education Board Project in Adult Learning" by Charles E. Kozoll, "Theories of Adult Learning for Teachers of Adults" by Howard Y. McClusky, and "Developing a Theory of Adult Teaching" by Jack Mezirow. Material discussed in Question and Answer Sessions is also presented. (For related document, see AC 012 505.) (DB)

Two different groups of subjects--incarcerated adult offenders and freshman nursing students--participated in an academic experiment which employed an individually prescribed learning system. The system featured programmed instructional materials and contingency management procedures to obtain stable cumulative records of learning performance. Contingency contracts and backup reinforcers were used to achieve optimum motivation, as indexed by test scores and ratios of empirically derived estimates to actual times for task completion. Intercorrelations between learning rate, various measures of educational achievement, and I.Q. were not significant. It was suggested that a behavioral analysis of other functions should be explored. (Author)

This paper presents the results of research from Project REALISTIC, a program of research to determine REAding, LIStening and arithmeTIC requirements for jobs; and the feasibility of substituting listening for reading as a means for instructing men of different mental aptitude levels as measured by the Armed Forces Qualification Test (AFQT). Two experiments studied the effects of speech rate upon the comprehension of listening materials by high and low aptitude mean. Experiment 1 indicated that low aptitude men appeared to learn easy material better than difficult material as a function of decreased speech rate. High aptitude men appeared to learn materials best at around 175 words per minute, independent of difficulty. In experiment 2, high aptitude men were found to lose disproportionately more material of low association strength than low aptitude men when the speech rate was increased from 175 to 325 words per minute. (Author/PT)

When one learns complex material, the important thing appears to be the ability to understand the material. Once understanding occurs, learning and remembering follow automatically. The conventional psychological literature says little about the processes involved in the learning of complex material--material that takes weeks, months, and even years to be learned. Yet, most adult learning is of this form. This paper examines some of the issues that are involved in this type of learning, issues such as the nature of understanding, the types of hypotheses that subjects bring to bear on the learning process, and the types of processes that need to be studied in order to understand the psychology of learning. (Author)

Present literature of adult education appears to be negating learners' responsibility in making decisions in the curriculum development process and gives little attention to procedures for securing active involvement. There seems to be a need for bringing "guided learning" to the attention of those working in the field of adult education. The framework for identifying when an adult educator is guiding learning was developed, based on "philosophical patterns" which identify the basis for operationalizing the education process and on the "operational pattern" which identifies actual acts and moves on the part of the adult educator that indicate commitment to the construct of guided learning. It was developed in terms of a limited set of crucial criteria. Each criterion was then defined in terms of conditions which must be met if it is present. It was apparent that commitment to guided learning was a matter of degree; therefore, most of the means of measurement have been developed in the form of a continuum. [Not available in hardcopy due to marginal legibility of original document.] (author/eb)

A series of exploratory studies and three experiments dealing with conceptual rule learning are reported in this paper. Discussants related the results to subject matter fields and to educational research and development. Four groups of subjects, five to twelve years old, solved six rule learning problems. It was concluded that younger children solve rule learning problems in a rote fashion, while adults use a strategy based on mediated stimulus groupings. Older children can learn this strategy from indirect experiences, while younger children require direct training of component skills. (Author)

Papers prepared for this 1968 training conference for members of the Illinois Migrant Council dealt with the migrant dilemma of poverty and powerlessness; the role of paraprofessionals in migrant education; guidelines for counseling and psychological testing; techniques for teaching English pronunciation, vocabulary, and structure (English as a second language); and psychological principles of curriculum development for adult basic education. (A conference questionnaire and tabulated responses are included.) (ly)

This study investigated whether older female graduate students who have experienced an interruption in their formal academic education will display greater achievement motivation when competing against a male than will younger graduate females or undergraduate females. The measure of achievement motivation was the percentage of incompleted tasks recalled minus the percentage of completed recalled (Zeigarnik Effect). Previous research shows a high Zeigarnik score corresponding to a heightened achievement motive. When placed in a competitive situation with a male, older female graduate students showed significantly higher Zeigarnik scores than did the other groups in similar competition. Results were discussed with reference to a developing achievement oriented personal identity in the older Ss. An alternative social-acceptance explanation was also considered. (Author)

The author feels that there is no reason to suppose that adults are less capable than children in learning a second language, given adequate opportunity and motivation. In terms of amount learned in comparable time, the adult is about five times as efficient as the child. This is what would be expected of any other kind of intellectual or rational activity, and that is what second language learning ought to be--an intellectually interesting process. Two types of differences between languages are discussed here--differences in the surface representation of quasi-universal "deep" features, and differences in the "deep" conceptualizations of general human experience (the latter constituting "linguistic relativity"). Linguistic relativity, while a problem for the adult learner, is also a source of interest, and interest in language itself is one source of motivation for the mature student. The student learning a language in the field must be encouraged to develop initiative, curiosity, empathy, and an awareness of what to look for in the new language. This paper will be published in "The Modern Language Journal," v53, n5, 1969. It was also presented at the 1968 Annual Membership Conference of the Council on International Educational Exchange, New York, November 14-15, 1968. (Author/JD)

This anthology contains papers on the following aspects of Romanian adult education: principal stages and achievements of mass cultural education; continuing education; emotional and motivational aspects of educational psychology; adult self-education; age differences and psychological problems in learning; ideals of Socialist education in contemporary Romanian society; educational sociology; current trends in popular scientific and cultural education; issues in technical and scientific education; international cooperation on adult education problems; the role of the teaching profession in mass education; the integration of skilled vocational school graduates into an industrial setting; family life education for young people; the Bucharest Popular University; nineteenth century cultural associations and societies; contributions to adult education by a Romanian sociologist, Dimitrie Gusti; workers' clubs of Romania (1890-1900); mass labor education in the late 1800's and early 1900's; mass education by the Romanian Communist Party between World Wars I and II; and national traditions in mass cultural education. Statistics, references, and abstracts in Russian and English are included. (ly)

The papers composing this document were presented during the Workshop for Teachers on Adult Basic Education, which sought to provide participants with an understanding of the adult learner, insights regarding program planning, and techniques and procedures for effective teaching. They were intended to provide experienced adult educators with a current view of significant issues and resources, and students in preservice or inservice training with a basic reference and overview regarding adult basic education. Among subjects discussed were: classroom climate, cultural values, developmental tasks, recruitment and retention, program individualizations, testing, counseling, relating to the adult learner, understanding group interaction and behavior, experience in concept building, selection of instructional materials, evaluation, social studies and citizenship, practical mathematics and basic reading instruction. The appendix includes legislation which affects the adult educator. (pt)

As underlined in papers and group discussions, the growth of nursing continuing education (NCE) requires a fuller commitment within the profession to the ideal of lifelong learning, improved self-diagnosis of needs, and a profession wide program of continuing career development. A national survey of existing NCE programs shows a predominance of full time directors (27 with master's degrees, four with doctorates, one baccalaureate); numbers of full time nurse faculty range from three to 23. Recourse to budgets, fees, grants, and tuition for financial support varied widely. One program's experience of how to get funds stressed the importance of identifying needs and securing a strong diversity of sources. NCE participation studies at the University of Wisconsin and elsewhere reveal (among other things) strong motivation to undertake and persist in NCE programs, especially among nurses who pay their own fees. Meanwhile, such new concepts as health teams, career ladders, and a continuing education core curriculum are emerging. (The document includes an overview of regional nursing programs in several states, telephone instruction and other audiovisual technology, and issues in program evaluation.) (LY)

In this study designed to generate hypotheses concerning adult learning, cognitive processes, and the reeducation of disadvantaged adults, the phenomena of concept attainment, symbol manipulation, verbal behavior, differential instruction, and awareness levels were investigated. Attention focus (cognitive style) in the concept attainment process was not satisfactorily measured. The symbol manipulation process of literate and illiterate adults varied sufficiently to suggest further testing. The verbal behavior of lower class rural adult women was distinctly limited when compared with middle class rural women in the same community. This suggested that differentiated instructional programs should be examined. A design for manipulating the instructional variables was developed for possible use in dealing with variance in the "awareness stage" of learning. The present report summarizes conditions which suggested investigation, the objects for preliminary explorations, and resultant findings. (Twelve references, two tables, and a diagram are included.) (Author/LY)

These collected papers discuss uses and limitations of programed instruction in adult basic education; a national French inservice scheme for preparing teacher educators and training vocational teachers at the secondary school programs; the application of specific behavioral sciences in France by various occupational groups in several forms of adult and continuing education; and research on factors affecting adult learning and concept formation. Ten references are included. [Not available in hardcopy due to marginal legibility of original document.] (LY)

This investigation was intended to study the effects of some linguistic variables on child and adult memories for sentences when recall was prompted by nouns embedded in the sentences. Its purpose was to examine for developmental differences in sentence processing systems expected by psycholinguistic theory and research. A group of 64 subjects, comprised of fifth graders and college students, were tested individually with 32 sentences of mixed types including active and passive transformations. Recall of both verbatim and synonymous sentences was scored. Results revealed various surface and deep structure differences in the recall patterns of children and adults, suggesting some differences in the factors governing their sentence productions. (Author/FWB)

This theoretical paper is the concluding part of an extensive two-part examination of the problem of educating adult educators. The first part dealt with the relationship of adult education to other disciplines. This part establishes a framework for classifying areas of needed research in the field of adult education. The framework used here is based on application--learning, teaching, social change, guidance, and other activities. Some of the areas of need identified are tied almost wholly to a specific discipline or an applied field, while others are associated with certain program areas. Three interrelated categories of application are used: (1) the adult as an individual and as a learner, (2) the adult's response to sociocultural phenomena, and (3) the adult education enterprise. A background is provided for each area of need; series of questions are asked in order to demonstrate the scope of these needs; and each need is given focus by a short statement or a few summarizing questions. (ly)

A study was made of personal changes in 50 graduate students in education, public health, social work, psychology, business administration, and public administration, and public administration who took a special 15-week university course in adult education methodology. Major course objectives were to help class members (1) to see themselves as able to aid other adults in their learning, problem-solving, and decision-making, and (2) to perceive other adults as having the potential and basic desire to take responsibility for their own learning and development and behave constructively toward others. Learning events involved the total group, ad hoc subunits, permanent "home-based" groups, permanent out of class triads, individual outside reading of distributed articles and self-chosen books, individual and small group consultation, and ad hoc work committees. Gains in positive self-perception and in readiness to share leadership with others were significant; the influence of self-perception on changes in readiness to share leadership were not significant. (References are included.) (ly)

THE ROLE OF THE ORGANIZATION FOR ECONOMIC COOPERATION AND DEVELOPMENT IS ILLUSTRATED IN REPORTS OF VARIED RETRAINING PROGRAMS (PART OF THE ACTIVE MANPOWER POLICY) IN GREAT BRITAIN, FRANCE, AND SWEDEN. THE PROGRAMS INCLUDE SUCH ACTIVITIES AS--(1) FINANCIAL ENCOURAGEMENT OF INDUSTRY TO PARTICIPATE IN TRAINING THE OLDER ADULT, (2) RETRAINING TO MEET SPECIFIC SHORTAGES IN THE WORK FORCE, (3) TRAINING FOR FUTURE INDUSTRIAL NEEDS, AND (4) PROVISION OF TRAINING ALLOWANCES. SCIENTIFIC RESEARCH DONE IN ENGLAND HAS PROVIDED EVIDENCE THAT IT IS SOUND PUBLIC POLICY TO INVEST IN TRAINING OF OLDER PERSONS, AND SPECIALLY-DESIGNED TRAINING FOR THEM IS VERY EFFECTIVE. THE RESULTS OF TWO STUDIES DEMONSTRATE AN ACTIVITY METHOD OF LEARNING IS SUPERIOR TO MEMORIZATION, AND WHEN INFERENCE, OR DEDUCTION, IS INTRODUCED INTO PROGRAMED AND ACTIVITY LEARNING, SUCCESS IS GREATER THAN BY EITHER METHOD, AS WELL AS BY MEMORIZATION. A HIGH DROPOUT RATE AT COMMENCEMENT OF TRAINING AND AFTER TRANSFER TO THE WORK SITUATION, AND LOW EMPLOYMENT IN LARGER, MORE ADVANCED FIRMS WERE ALSO REVEALED BY SURVEYS. INFORMATION RESULTING FROM THESE STUDIES IS BEING APPLIED IN EXPERIMENTAL PROJECTS IN FIVE COUNTRIES. THIS PAPER WAS PRESENTED AT THE NATIONAL CONFERENCE ON MANPOWER TRAINING AND THE OLDER WORKER, WASHINGTON, JANUARY 17-19, 1966. (PT)

WHEN THE FRENCH NATIONAL RAILWAY CONVERTED FROM STEAM TO AN ELECTRIC AND DIESEL-ELECTRIC TRACTION SYSTEM, IT WAS NECESSARY TO RETRAIN OLDER (OVER 40) SKILLED WORKERS--DRIVERS, LOCOMOTIVE MAINTENANCE MEN AND SUPERVISORS OF WORKSHOPS AND DEPOTS. THE INTELLECTUAL AND EMOTIONAL DIFFICULTIES OF OLDER PERSONS IN RETRAINING WERE TAKEN INTO CONSIDERATION IN PLANNING THE RETRAINING. THE PROGRAM COVERS 11 WEEKS--THREE WEEKS OF STUDY OF DIRECT AND ALTERNATING CURRENT, FIVE WEEKS ON THE CONTROL INSTRUMENTS, DRIVING AND RUNNING REPAIRS, AND REGULATIONS GOVERNING ELECTRIC TRACTION, AND THREE WEEKS OF DRIVING. TO INCREASE THE CONFIDENCE OF TRAINEES, DRIVING AND REPAIR MANUALS HAVE BEEN DRAWN UP, YOUNGER AND OLDER WORKERS ARE RETRAINED TOGETHER, INSTRUCTORS ARE CAREFULLY SELECTED AND WELL TRAINED, AND FELLOW-WORKERS WHO HAVE ALREADY EXPERIENCED TRAINING ARE CALLED BACK TO ACT AS MONITORS DURING THE DRIVING TRAINING. THE PROGRAM HAS PROVED VERY EFFECTIVE IN THAT THE NUMBER OF BREAKDOWNS DUE TO IGNORANCE ON THE PART OF RETRAINED DRIVERS IS VERY SMALL AND THE NUMBER OF DRIVING LICENSES FOR DIESEL AND DIESEL-ELECTRIC LOCOMOTIVES REFUSED TO EX-STEAMDRIVERS WAS NEGLIGIBLE. THIS PAPER WAS PREPARED FOR THE INTERNATIONAL MANAGEMENT SEMINAR ON JOB-REDESIGN AND OCCUPATIONAL TRAINING FOR OLDER WORKERS IN LONDON, 1964, AND LATER PRESENTED TO THE NATIONAL CONFERENCE ON MANPOWER TRAINING AND THE OLDER WORKER, HELD IN WASHINGTON, JANUARY 17-19, 1966. (PT)

A THOROUGH-GOING JOB OF RETRAINING OLDER PERSONS IS NECESSARY TO GET THE JOB PROGRESSION LINE MOVING. FOR MANY YEARS, THE PORT AUTHORITY OF NEW YORK HAS INCLUDED IN ITS TRAINING PROGRAM THE RETRAINING OF MAINTENANCE MEN AT THE JOURNEYMAN AND HELPER LEVEL. BOTH CLASSROOM AND SHOPROOM INSTRUCTION ARE PROVIDED AND BASIC SKILLS AND REMEDIAL EDUCATION INCLUDED. SUCCESS IN TRAINING PLUMBERS, PIPEFITTERS, AND SPRINKLER FITTERS IN THE CONSTRUCTION INDUSTRY HAS SHOWN THE NEED FOR SHORT, PRACTICAL COURSES, VISUAL AIDS, COMPETENT INSTRUCTORS, AND IMMEDIATE APPLICATION OF SKILLS. IN TEN YEARS OF EXPERIMENTAL WORK IN THE STEEL INDUSTRY, ON-THE-JOB TRAINING HAS PROVED MOST PRACTICAL AND EFFECTIVE FOR RETRAINING SUPERVISORS, OPERATORS, AND MAINTENANCE MEN. RESEARCH ON ADULT LEARNING AT DUKE UNIVERSITY HAS SUGGESTED THAT A LEARNING DEFICIT IS NOT TRULY OF LEARNING BUT OF PERFORMANCE AND RECOMMENDS THAT RETRAINING BE A ROUTINE PART OF WORK IN ORDER TO MINIMIZE THE STRESS OF THE LEARNING SITUATION. PROVISION IS MADE UNDER THE ECONOMIC OPPORTUNITY ACT FOR A COMPREHENSIVE PROGRAM OF BASIC EDUCATION, VOCATIONAL TRAINING AND COUNSELING, AND SOCIAL SERVICES FOR THE HARD-CORE UNEMPLOYED, MANY OF WHOM ARE OVER 45 (AMONG TOPICS DISCUSSED WERE THE NEED FOR COST-BENEFIT ANALYSIS AND FOR A CENTRAL LIBRARY.) THESE PAPERS WERE PRESENTED AT THE NATIONAL CONFERENCE ON MANPOWER TRAINING AND THE OLDER WORKER, WASHINGTON, JANUARY 17-19, 1966. (PT)

At the Syracuse University Conference held at Sagamore, New York, and attended by leading adult educators, four papers focused on the latest research in the field of psychology, relevant to adult education. James E. Birren stated that while changes in physiological drive, speed, and perceptual acuity may limit the older individual's learning performance, other factors, such as special motivation, may facilitate it. In general, tests involving perceptual content show decrements with age whereas tests which allow for accumulated experience (such as vocabulary) show increments. And, it may be that the number of years out of school does affect one's expectancy to learn and ability to seek out the crucial elements in a learning situation. Bernice L. Neugarten stated that the development of the ego is, for the first two-thirds of the life span, outward toward the environment; for the last part, inward toward the self. Raymond G. Kuhlen declared that motives may be changed during adulthood if the individual is exposed to a new set of punishment and rewards, or when changing needs must be met. W. J. McKeachie maintained that the adult education teacher must adjust his approach as he sizes up each class and receives feedback from them. (se).