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In this book Jan D. Sinnott synthesizes her 20 years of research on lifespan cognitive development to describe the growth of complex (or `postformal') thought in adults. She shows specifically how adults improve mentally over a lifetime and learn to think in more complex and wiser ways. Applications of postformal thought are demonstrated in such diverse areas as - family relations - adult education - personal identity - and spirituality. Chapters examine relations between postformal thought and pertinent variables such as age, health, memory, and vocabulary. Other sections deal with issues in humanistic psychology such as - guided imagery - mind - body medicine - and creative intentionality.
In this book Jan D. Sinnott synthesizes her 20 years of research on lifespan cognitive development to describe the growth of complex (or `postformal') thought in adults. She shows specifically how adults improve mentally over a lifetime and learn to think in more complex and wiser ways. Applications of postformal thought are demonstrated in such diverse areas as - family relations - adult education - personal identity - and spirituality. Chapters examine relations between postformal thought and pertinent variables such as age, health, memory, and vocabulary. Other sections deal with issues in humanistic psychology such as - guided imagery - mind - body medicine - and creative intentionality.
Rev. ed. of: Handbook of adult development and learning / edited by Carol Hoare. 2006.
The time is right for this comprehensive, state-of-the-art Handbook that analyzes, integrates, and summarizes theoretical advances and research findings on adult development and learning - a rapidly growing field reflecting demographic shifts toward an aging population in Western societies. Featuring contributions from prominent scholars across diverse disciplinary fields (education, developmental psychology, public policy, gerontology, neurology, public health, sociology, family studies, and adult education), the volume is organized around six themes: theoretical perspectives on adult development and learning research methods in adult development research on adult development research on adult learning aging and gerontological research policy perspectives on aging. The Handbook is an essential reference for researchers, faculty, graduate students and practitioners whose work pertains to adult and lifespan development and learning.
Relationships, especially close relationships, are among the most important aspects of life for most of us. Close relationships reach to the very heart of our happiness --but exactly what processes or skills, over the course of a lifetime, help us learn to relate to one another more and more deeply, and to grow past the differences and problems that might divide us? Adult Development applies the concept of complex postformal thought in order to explore how certain cognitive processes support individuals' close relationships such that those relationships grow stronger and richer over time. Complex postformal thought allows a person to deal with everyday logical contradictions by letting that person understand that "reality" and "meaning" are co-created. In this way, postformal thought enables adults to bridge two contradictory but logical positions and reach an adaptive synthesis of them through a higher-order logic. Taking this inquiry a step further, Sinnott examines the role played by postformal thought in intimate relationships -- those between spouses, partners, parents and children, siblings, and close friends. Sinnott argues that postformal thought seems to develop later in life and is somewhat akin to the concept of wisdom. Based on 30 years of research, this book diverges from typical contributions to this field by discussing positive adult development in the context of close relationships. Rather than focusing on the emergence of deficits of adulthood and particularly aging, Sinnott instead explores the cognitive processes that are important in creating and sustaining close ongoing relationships.
This introduction to mathematical logic explores philosophical issues and Gödel's Theorem. Its widespread influence extends to the author of Gödel, Escher, Bach, whose Pulitzer Prize–winning book was inspired by this work.
Development of Adult Thinking is a timely synthesis and evaluation of the current knowledge and emerging issues relating to adult cognitive development and learning. Focusing on psychological and educational cutting-edge research as well as giving an overview of the key theorists such as Piaget and Kohlberg, Kallio and the team of expert contributors offer a holistic view on the development of adult thinking, representing perspectives from developmental, moral, and social psychology, as well as education and philosophy. These topics are divided into three sections: Adult cognitive and moral development, Perspectives of adult learning, and Open questions and new approaches, offering introduction, analysis, and directions for future research. This text is essential reading for students and researchers in developmental psychology and related courses as well as adult educators and teachers working in adult education.
Data generated from longitudinal studies allow researchers to better understand how context and experience interact with stable characteristics of the developing person over time. This book summarizes a landmark longitudinal study of 200 children, from the ages of 3 to 23. The Munich Longitudinal Study on the Ontogenesis of Individual Competencies (LOGIC) examined the development of individual differences over time and whether it is possible to predict later competencies from earlier ones. Offering a snapshot of theory and data on personality, social, motor, moral, and cognitive development, the contributors help us understand which individual differences can and cannot be altered through schooling and other experiences and how differences seen in the earliest stages are later reflected in adulthood. The results provide valuable insight into the strengths and limitations of early prediction of individual differences. This is the second volume to review the wealth of data generated by the study. The first volume (Weinert and Schneider, 1999) traced development from ages 3 to 12. This volume continues the story, integrating these early findings with the results from adolescence and young adulthood. Each of the chapters provides an overview of current research and addresses how the data help us understand the presence and developmental effects of individual differences. Among the findings are results on: The relative stability of cognitive competencies The long term effects of shyness and aggression The relation between moral understanding and action, and The role of education in the development or maintenance of performance differences. Intended for researchers and advanced students in developmental, educational, personality, social, and cognitive psychology, this book will also appeal to educators, especially the chapters that focus on literacy development, educational context, scientific reasoning and mathematical reasoning.
This volume seeks to explore the idea of identity as a flexible center of events around which aspects of the self and events in the outside world are organized. Historically, in much of the literature, identity was conceptualized as a somewhat fixed, unchanging construct. Scholars now have a greater awareness of more nuanced theories about identity and there is a greater willingness to accept that identity is not fixed, concrete, and permanent, but rather evolving and fluid. Although this volume discusses a wide variety of aspects of identity as it flexibly changes during adulthood in the face of numerous experiences, it is really addressing one key question. How adaptive and fluid is identity and how can we know ourselves as both continuing and changing? Exploring these ideas raises the importance of future research on adult identity. With a firm grounding in the historical and theoretical background of identity research, this volume begins by defining identity and the psychological “self” as a center around which the person’s behaviors and self-concepts revolve. The following chapters gather the wisdom of many writers who all accepted the challenge of talking about creating a flexible adult self and identity during adulthood. They come at this challenging question from many different perspectives using different tools. Some survey existing literature and theory, then summarize prior work in a meaningful way. Some discuss their own research; some reflect on personal experiences that have demanded a flexible identity. Also included in the coverage are discussions of methodology and validity issues for studies and scales of identity. With its dual focus on research and applied fields ranging across social and personality psychology, industrial/occupational psychology, cross-cultural psychology, mental health, existential issues, relationships, and demographic categories, Identity Flexibility During Adulthood: Perspectives on Adult Development is a fascinating and complex resource for psychologists, sociologists, anthropologists, gerontologists, and all those interested in our changing identities.
Adult development and learning have always existed as two separate fields of study, with development falling under psychology and learning under education. Recent advances in theory, research, and practice, however, have made it clear that an important reciprocal relationship exists between them: advances in development frequently lead to learning, and conversely, learning quite often fuels development. The synchronicity between development and learning is responsible for positive changes in many capacities, including insight, intelligence, reflective and meta-cognition, personality expression, interpersonal competence, and self-efficacy. This synchronicity is also leading to the growth of a new discipline at the borders of adult development and learning. The Handbook of Adult Development and Learning is the first to bring together the leading scholars from both adult development and learning to explore what will form the foundation for this new discipline--the latest research at the intersection of these fields. It examines six major aspects of their intersection: foundations, key areas of integration, the self system, higher reaches of development and learning, essential contexts, and specific applications. An introductory chapter explains why it is so important to recognize and fuel the growth of this new discipline. Subsequent chapters review the latest theoretical and empirical literature and provide a rich itinerary for future research.This handbook is a must-read for all who promote optimal aging. It will be an invaluable reference for scholars in development and education, as well as rich resource for policy makers and practitioners, such as corporate executives and human-resource personnel.