This chapter examines research on the nature of adult intelligence, the acquisition of expertise and adult life-span development psychology. It explores the development of adults' capacities as learners, outlining the cognitive dimensions of adults, including the psychometric and cognitive structuralist views on adult intelligence. As a balance to our emphasis so far on understanding adult learners in terms of cognitive constructs, we should like to probe the nature of the adult life course itself. The developmental literature proposes a number of models of adult development, which can be broadly divided into those which take a position that the life course is normative, age-related and stage- or phase-based, and those which recognise the significance of non-age-related, non-normative events. As a balance to our emphasis so far on understanding adult learners in terms of cognitive constructs, we should like to probe the nature of the adult life course itself.

Learning is maximized through a trusting relationship where the student believes he/she has the competence to master the material (i.e., self-efficacy) and that effort, rather than innate ability, is necessary for success (Bandura, 1997; Dewey, 1968; Dweck, 2007; Noddings, 2003). The purpose of this proposal is to build upon our recent findings (Benight, Clinton, & Taylor, under review) that demonstrated the importance of the student/teacher relationship in transformative learning. Based on the learning theory by Illeris (2009) that describes learning as an external interaction between student and teacher within a cultural, social, and material context combined with an internal psychological process this study demonstrated a connection between the strength of trust in the relationship with self-efficacy perceptions, motivation, and depth of learning. Evidence in our sample of senior undergraduates who were enrolled in a senior seminar in trauma psychology showed how self-efficacy perceptions, motivation, and trust fluctuated in tandem across the semester. The same pattern was observed for transformative learning as determined by two independent raters. A key component to fostering these three vital components (efficacy, motivation, and trust) is the opportunity for the faculty member to promote these through communication exchanges with the student. Personal reflection prompted by the faculty may enhance these effects. The purpose of this project will be to evaluate the importance of self-reflection in promoting transformative learning through the learning triad (self-efficacy, motivation, and trust). As with the previous study, I will utilize qualitative methodology to generate rich learning process information and summative interview data to answer the following research questions:

Cognitive neuroscience is the study of higher cognitive functions in humans and their underlying neural bases. It is an integrative area of study drawing primarily from cognitive science, psychology, neuroscience, and linguistics. There are two broad directions that can be taken in this concentration one is behavioral/experimental and the other is computational/modeling. In both, the goal is to understand the nature of cognition from a neural perspective. The standard concentration for the Sc.B. degree requires courses on the foundations, systems level, and integrative aspects of cognitive neuroscience as well as laboratory and elective courses that fit within a particular theme or category such as general cognition, perception, language development or computational/ modeling. Concentrators must also complete a senior seminar course or an independent research course. Students may also participate in the work of the Brown Institute for Brain Science, an interdisciplinary program that unites ninety faculty from eleven departments.

The fourth edition of Psychology and Adult Learning has been thoroughly updated to encompass shifts in the concerns of adult educators as they respond to changing global social and economic issues. It examines the role of psychology in informing adult education practice and explores the seminal traditions of key psychological theories as well as discussing issues and problems in applying them to an understanding of adult learning and development. Providing a thoughtful and accessible approach to understanding self and personal change in adult education, and with a new emphasis on diversity, this new edition has been revised and updated in light of the impact of globalising processes, the emphasis on diversity among educators, developments in cognitive neuroscience, the impact of social media, and the theoretical move away from ‘grand theory’. It examines the formation of identities, and places increased emphasis on how a conception of selfhood lies at the heart of teaching adults. Considering adult learning in a variety of contexts, topics covered include: • Humanistic psychology • Selfhood in the adult years • The relevance of neuroscience • Adult intelligence and cognition • Behaviourism • Group learning • Transformative learning Psychology and Adult Learning examines the psychological dimension of adult education work by analysing and critiquing key psychological theories that have informed our understanding. It is essential reading for all those who seek a critical account of how psychology informs contemporary adult education theory and practice.

Adult learning is described as learning undertaken by adults in natural educational settings as opposed to the experimental settings often undertaken in psychological research on learning. As such, the theory and research on adult learning referred to in this article primarily draws on applied educational research reported in adult education journals. Much of this research is informed by psychological and social research and theory, and this is acknowledged in each of six adult learning themes outlined in this article. These themes are self-directed learning, experience and learning, learning styles, the development of identity in the adult years, intellectual and cognitive development, and transformative learning. While these themes focus on adult learning in a general sense, our understanding of adult learning also needs to be seen in relation to the context in question; contexts such as health, the third age, indigenous knowledge, literacy and numeracy, the environment, disability, community education, gender equity, race, and migrant and refugee education. The literature on adult learning offers very few prescriptive bridges linking research, theory, and practice. This is partly because there are competing theories posing different questions and offering opposing interpretations of research findings, but it is also because the purpose and function of education and learning is a contested field. In these circumstances the best approach for practitioners is to interrogate and improve their practice through engaging with research findings, competing models, and competing theories. In this way they are aware of the variables at play and can formulate practices that are consistent with their educational aims and purposes. The link between research, theory and practice is conceptual rather than prescriptive, with practitioners interrogating and improving their practice by engaging with the issues and the competing claims of theory and research.

This engaging book brings a psychodynamic sensibility to our understanding of transformative learning. Its author, Celia Hunt, convened a Master’s programme at Sussex University titled Creative Wri...

"Can neuroscience change our minds?." International Journal of Lifelong Education, 36(3), pp. 377–378

"Facilitating learning with the adult brain in mind: a conceptual and practical guide." International Journal of Lifelong Education, 36(6), pp. 745–746

This article examines the experience of suicide bereavement through the lens of transformative learning. Its purpose is twofold: first, to analyse the dynamics of the grieving process and the transformative experience of the bereaved; second, to use this analysis to draw implications for theory, practice, and research on transformative learning. It is a study of the way in which those bereaved by suicide construct meaning about the self-volition of the death and their ongoing relationships with the deceased, themselves, and significant others. In common with transformative learning, this quest for meaning proceeds through discourse, dialogue, and the re-storying past events and relationships. While the study illustrates the general thrust of transformative learning theory, it also highlights some of its limitations as it is commonly expressed and conducted. These limitations are discussed in relation to the tension between cognition and affect, the role of relationships, and underlying conceptions of the self.

How is adult learning used to produce personal, organisational and social change?This interesting examination of adult learning for change illustrates through diverse case studies and theoretical perspectives that personal change is inextricably linked to broader organisational and social change. The authors explore how theorising education as a vehicle for self-change is relevant to the practices of educators, learning specialists and others concerned with promoting learning for change.The book examines the relationship between pedagogy, identity and change, and illustrates this through a range of case studies focusing on the following:* Self-help books* Work-based learning* Corporate culture training* AIDS education* Gender education* Sex offender education.A concluding chapter discusses how writing an academic text is itself a pedagogical practice contributing to the identities of authors. This unique text will be of interest to students of education, sociology, cultural studies and change management as well as teachers, educators and professionals involved in lifelong learning or change management in any way.