Week 3 Overview and Lecture

Components of Adult Learning 

Due: Complete this online lesson before posting in the discussion board or completing any other assignments due this week.

This lesson will examine the role of the brain on learning and analyze the effects of memory, intelligence, cognition, and development on the adult learner.  The effects of technology and digital learning are considered.

Course Objectives covered this week include:

  • CO4: Examine how the brain receives and processes information to promote learning. (SLO 5)

Week 3 Lecture

Overview

The brain is an amazing organ responsible for learning and it undoes changes as one learns. The brain is “trainable” in that one can relearn how to do something when a part of the brain becomes injured or damaged. This week you will learn about the various dimensions of cognitive development and how technology is being used to enhance and improve learning and brain function.

The Brain and Cognitive Functioning

Review this brief video on the triune brain https://www.youtube.com/watch?v=7uVSGbnEHOg Links to an external site..

In considering both the triune brain and the hemispheric brain, it is clear that the brain allows one to learn and it changes as learning occurs. The brain has what is called plasticity; it has the ability to repair, replace and retrain the neuronal pathways. As new information enters the brain, electrical impulses are elicited and form neural networks. Studies have shown that as the brain is exercised, more neuronal pathways or branches are formed, hence, the more networks, the more learning has taken place. So no matter one’s age, if an individual is challenged and in a healthy and educational environment, learning can occur.

Memory

Memory has always been thought of like a computer with input, throughput, and output. Memory is divided into sensory memory, working memory, and long-term memory. In order to learn, the senses must be stimulated. Hence, an individual with decreased hearing or vision may appear to have the inability to learn, however, it is likely a loss of senses affecting learning, and not the loss of ability to learn, that is occurring.

The working memory does just that, it works to process information. The information is either deleted, if deemed unimportant, or it is encoded and deposited in long-term memory where it can be stored for future use. Rehearsing is a form of encoding and the more distinct the encoding, the more permanent the copy is that is deposited in long-term memory, where it can be retrieved as needed.

Memory and the brain are major applications to adult learning. There are many techniques available to the learner to improve memory and increase learning. Additionally, exercise, both physical and mental (continued education, challenging oneself) are ways of improving brain function and the ability to retrieve memories.

Motivation is why we do what we do, hence, motivation and how it affects learning will be examined. Culture can also affect one's attitudes, opportunities, and ability to learn effectively. Holistic learning incorporates the use of the rational mind, body, and spirit to affect learning. As one experiences physical and emotional responses to life experiences, experiential learning requires the inclusion of the whole body. 

Intelligence

Intelligence is a complex occurrence and has been the result of numerous models and theories being developed, such as the “g” factor, fluid and crystallized intelligence, Gardner’s multiple intelligences, Sternberg’s triarchic theory and Goleman’s emotional intelligence.

The “g” factor was proposed by Spearman and stands for the “general factor” of intelligence. It is measured by scores on an intelligence test. The “g” factor is what has become known as the intelligence quotient or “IQ”.

Fluid and Crystallized Intelligence

Crystallized intelligence is what one has learned from life and work experiences, one’s culture, and one’s education. It is the ability to reason and solve real-life problems, or problems seen before. Fluid intelligence is raw processing speed, mental quickness, pattern recognition, and abstract reasoning. It is used when one attempts to solve a problem they have never seen before. Unlike crystallized intelligence, fluid intelligence decreases with age.

Gardner’s Multiple Intelligences

Howard Gardner from Harvard University, questioned basing intelligence on a single IQ score, as it has been observed over many years that individuals can be intelligent or highly skilled in areas not measurable by standard IQ tests. Hence, the development of Gardners’ theory of multiple intelligences (MI). It has been recommended that institutions of higher education utilize this theory in their admissions criteria to get away from using only grammar and math testing as admission’s criteria. It is also recommended that educators incorporate collaborative learning and working in groups into their teaching plans to develop intra- and interpersonal intelligences of the learners. It has been noted by researchers that MI-based learning choices make the adult learner feel more confident and in control of their own learning.

Sternberg’s Triarchic Theory of Intelligence

Sternberg’s theory consists of three components of intelligence. The first component is analytical, which is comparable to general intelligence and is measured by IQ tests. The second component is creative, which is the ability to “think outside the box” or the ability to be creative. The third component is practical, and it is how one deals with everyday life experiences. Sternberg sees all three components working together and calls this successful intelligence.

Goleman’s Emotional Intelligence

Goleman believed that success in life is dependent on how well one understands and utilizes emotions more than the application of IQ, because one’s brain responds more on a sensory or emotional level first in most given situations. Hence, the establishment of emotional intelligence. Goleman’s theory of emotional intelligence consists of five domains:

  • Self-awareness: Know one’s emotions, strengths, weaknesses, drives, values, and goals and recognize their impact on others while using gut feelings to guide decisions.
  • Self-regulation: Manage or redirect one’s disruptive emotions and impulses and adapt to changing circumstances.
  • Social skill: Manage other’s emotions to move people in the desired direction.
  • Empathy: Recognize, understand, and consider other people’s feelings especially when making decisions.
  • Motivation: Motivate oneself to achieve for the sake of achievement.

Cognitive Development and Wisdom

Cognitive development, simply stated, is how one develops thinking patterns with aging. Many theories and models have been developed on this topic but the foundational work in this area was done by Jean Piaget.

Piaget’s theory prompted others after him to examine cognitive development beyond the formal operations phase. The fifth stage of cognitive development has been called problem-finding, post-formal thinking, or dialectical thought. This new phase takes into consideration the complexities of adulthood and real-life issues and situations.

In addition to cognitive development, others have examined moral development and wisdom development as one ages. Some think of wisdom as the end product of cognitive development. However, as with intelligence, there are many definitions and thoughts regarding what wisdom truly is. Some consider it having an expert level of knowledge, others consider it a degree of intelligence, whereas others consider it a level of self-development. Regardless how wisdom is defined, there are other unanswered questions of how wisdom is measured and does it increase with age. Sternberg studied wisdom and concluded that one must want to develop wisdom in order for it to actually develop. Experience, reflection, and willingness are all required in order for wisdom to develop. Wisdom, and its place in adult education, is being studied as many believe education can foster wisdom; but many agree that different life experiences also contribute to the development of wisdom.

Conclusions

The brain is responsible for learning and processing information. The brain changes as learning occur. The senses play a key role in how information is received and processed. Memory, intelligence, cognitive development, and wisdom are not solely cognitive processes. In fact, life experiences play a major role in the development of each.

Technology is an available method to promote learning and the aforementioned processes as well. Technology provides advantages to the learner and educator but a few warnings must be headed. Technology can improve the breadth of understanding but not necessarily depth; technology should not drive learning, the student’s needs and goals should; and safe digital technology materials need to be relevant and appeal to the various learning styles of the learner.

References

  • Edutopia. (2016). Multiple Intelligences Self-Assessment. Retrieved from https://www.edutopia.org/multiple-intelligences-assessment
  • Merriam, S. & Baumgartner, L. (2020). Learning in adulthood (14th ed). Jossey Bass.
  • Merriam, S. B. and Bierema, L. L. (2014). Adult learning: Linking theory and practice. Jossey-Bass.
  • Neuropsychotherapy. (2016). The triune brain in 60 seconds [Video]. https://www.youtube.com/watch?v=7uVSGbnEHOg

Select Next to complete the Week 4 Reading.