Abstraction, the will, the self, and modes of learning in adulthood

Adult Learning and Development: Perspectives From Educational Psychology

Volumn , Issue , 2013, Pages 35-66

  Pascual Leone, Juan ^a   Irwin, Ronald R ^b  

^a YORK UNIVERSITY   (Canada)

^b BROCK UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85071549411     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410603418-10     Document Type: Chapter

References (93)

1. Anderson, J. R. (1983). The architecture of cognition.Cambridge. MA: Harvard University Press.
2. Arendt, H. (1981). The life of the mind.New York: Harcourt, Brace, Jovanovich.
3. Arlin, P. (1984). Adolescent and adult thought: A structural interpretation. In M. L. Commons, F. A, Richards, & C. Armon (Eds.), Beyond formal operations: Late adolescent and adult cognitive development(pp. 258-271). New York: Praeger
4. Arlin, P. (1989). Problem solving and problem finding in young artists and young scientists. In M. L. Commons, J. D. Sinnott, E. A. Richards, & C. Armon (Eds.), Adult development: Vol 1. Comparisons and applications of developmental models(pp. 197-216). New York: Praeger.
5. Bakan, D. (1966). The duality of human existence: Isolation and communion in Western man.Boston: Beacon Press.
6. Basseches, M. (1984). Dialectical thinking and adult development.Norwood, NJ: Ablcx.
7. Basseches, M. (1989). Toward a constructive-developmental understanding of the dialectics of individuality and irrationality. In D. A. Kramer & M. J. Bopp (Eds.), Transformation in clinical and developmental psychology(pp. 188-209). New York: Springer-Verlag.
8. Benack, S, & Basseches, M. A. (1989). Dialectical thinking and relativisticepistemology: Their relation in adult development. In M. L. Common, J. Sinnott, E. A. Richards, & C. Armon (Eds.), Adult development: Voll. Comparisons and applications of developmental models(pp. 95-109). New York: Praeger.
9. Berger, P. (1967). The sacred canopy: Elements of a sociological theory of religion.New York: Doubleday.
10. Berger, P., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge.Middlesex, England: Penguin.
11. Blanchard-Fields, F. (1989). Controllability and adaptive coping in the elderly: An adult developmental perspective. In P. S. Fry (Ed), Psychological perspectives of helplessness and control in the elderly (pp. 43-61). Amsterdam: North-Holland.
12. Bopp.M. (1900). A study of dialectical metatheory in psychotherapy.Unpublished doctoral dissertation, Temple University, Philadelphia.
13. Boucouvalas, M., & Krupp, J. (1989). Adult development and learning. In S B. Merriam & P. M. Cunningham (Eds), Handbook of adult and continuing education(pp. 183-200). San Francisco: Jossey-Bass.
14. Brocken, R. G. (1985). Methodological and substantive issues in the measurement of self-directed learning readiness. Adult Education Quarterly,36(1), 15-24.
15. Brookfield, S. D. (1991). Understanding and facilitating adult learning A comprehensive analysis of principles and effective practices.San Francisco: Josscy-Bass.
16. Brown, J. S., & VanLehn, K. (1980). Repair theory: A generative theory or bugs in procedure skills. Cognitive Science, 4,379-426.
17. Bumaby, J. (Ed.). (1955). Augustine: Later work.Philadelphia: Westminster Press.
18. Caffarella, R.S..& Caffarella, E. P. (1986). Self-directedness and learning contracts in adult education. Adult Education Quarterly, 36(A),226-234.
19. Caffarella, R. S., & O’Donnell, J. M. (1987). Self-directed adult learning: A critical paradigm revisited. Adult Education Quarterly, 37(4),199-211.
20. Cavanaugh, J, Grady, J, & Perlmutter, M. (1983). Forgetting and the use of memory aids in 20-to 70-year-olds’ everyday life. Internationaljournal of Aging and Human Development, 17,113-122
21. Craik, F. I. M. (1986). A functional account of age differences in memory In F. Klix & H. Hagendorf (Eds.), Human memoiy and cognitive capabilities: Mechanisms and performances(pp 409-422). Amsterdam: Elsevier
22. Darkenwald, G. G., & Merriam, S. B. (1982). Adult education: Foundations of practice.New York: Harper & Row
23. Deshler, D., & Hagan, N. (1989). Adult educational research: Issues and directions. In S. B. Merriam & P. M. Cunningham (Eds.), Handbook of adult and continuing education (pp. 147-167). San Francisco: Jossey-Bass.
24. Feuerstein, R., Rand, Y., & Hoffman, M. D. (1979). The dynamic assessment of retarded performers. Baltimore: University Park Press.
25. Field, L.(1989).Aninvestigationinto the structure, validity, and reliability of Guglielmino’s Self-Directed Learning Readiness Scale. Adult Education Quarterly, 39(3), 125-139.
26. Globerson, T., & Zelniker, T. (Eds.). (1989). Cognitive style and cognitive development. Norwood, NJ: Ablex.
27. Gould, R. (1978). Transformations: Growth and change in adult life. New York: Simon & Schuster
28. Heil, F. E., & Krampen, G. (1989). Action-theoretical approaches to the development of control orientations in the aged. In P. S. Fry (Ed.), Psychological perspectives of helplessness and control in the elderly (pp. 99-118). Amsterdam: North-Holland.
29. HofT. H E., & Hohner, H. U. (1986). Occupational careers, work, and control. In M. M. Baltes & P. B. Baltes (Eds), The psychology of control and aging (pp. 345-371). Hillsdale, NJ: Lawrence Erlbaum Associates.
30. Houde, O. (1995) Rationalité, développement et inhibition. [Rationality, development and inhibition] Paris: Presses Universitaires de France.
31. Irwin, R. R., & Sheese, R L (1989). Problems in the proposal for a “stage�? of dialectical thinking. In M L.Commons, J. D. Sinnott, E. A. Richards, & C. Armon (Eds.), Adult development: Vol 1. Comparisons and applications of developmental models (pp. 113-132). New York: Praeger.
32. James, W. (1966). Psychology. The briefer course (G. Allport, Trans.). New York: Harper Torchbooks.
33. Jaspers, K. (1970). Philosophy (Vol. 2). Chicago: University of Chicago Press.
34. Johnson, J., Fabian, V, & Pascual-Leone, J. (1989). Quantitative hardware stages that constrain language development. Human Development, 32,245-271.
35. Johnstone, J. W., & Rivera, R. J, (1965). Volunteers for learning: A study of the educational pursuits of American adults. Hawthorne, NY: Aldine.
36. Kant, L. (1951). Critique of judgment (J. H. Bernard, Trans). New York: Hafner Press
37. Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to androgogy. New York: Cambridge University Press.
38. Kramer, D. A., & Woodruff, D. S. (1986). Relativistic and dialectical thought in three adult age groups. Human Development, 29,280-290.
39. Kuhi, J. (1986). Aging and models of control: The hidden costs of wisdom. In M. M. Baltes & P. B. Baltes (Eds.), The psychology of control and aging (pp. 1-33). Hillsdale, NJ: Lawrence Erlbaum Associates.
40. Labouvie-Vief, G. (1982). Dynamic development and mature autonomy: A theoretical prologue. Human Development, 25,161-192.
41. Labouvie-Vief, G. (1990). Models of knowledge and the organization of development. In M. L. Commons, C. Armon, L. Kohlberg, E. A. Richards, T. Grotzer, & J. D. Sinnott (Eds.), Adult development (Vol. 2, pp. 43-62). New York: Praeger
42. Lachman, M. E. (1985). Personal efficacy in middle and old age: Differential and normative patterns of change. In G. H. Elder, Jr. (Ed.), Life-course dynamics: Trajectories and transitions, 1968-1980 (pp. 188-213). Ithaca, NY: Cornell University Press
43. Levinson, D. J., Danow, C. N., Klein, E. B., Levinson, M. R, & McKee, B. (1978) The seasons of a man’s life. New York: Ballantine
44. Lewin, K. (1951). Intention, will and need. In K. Rapaport (Ed), Organization and pathology of thought (pp. 95-150). New York: Columbia University Press.
45. Luria, A. R. (1973). The working brain. Middlesex, England: Penguin.
46. Merriam, S. B., & Cunningham, P. M. (Eds). (1989), Handbook of adult and continuing education, San Francisco: Jossey-Bass.
47. Mezirow, J. (1978). Perspective transformation. Adult Education, 28(2), 10-110.
48. Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3-24
49. Mezirow, J. (1985). Concept and action in adult education. Adult Education Quarterly, 35,142-151.
50. Mezirow, J. (1989). Transformarion theory and social action: A response to Collard and Law. Adult Education Quarterly, 39(3), 169-175.
51. Oddi, L. F. (1986). Development and validationof an instrument to identify self-directed continuing learners. Adult Education Quarterly, 36(2), 97-107.
52. Oddi, L. F., Ellis, A. J, & Roberson, J. E. A. (1990). Construct validation of the Oddi Continuing Learning Inventory. Adult Education Quarterly, 40(3), 139-145.
53. Ortega y Gasset, J. (1961). Meditations on Quixote (E. Rugg & D. Marin, Trans.) New York: Norton. (Original work published 1914)
54. Pascual-Leone, J. (1970). A mathematical model for the transition rule in Piaget’s developmental stages. Acta Psychologica, 32, 301-345.
55. Pascual-Leone, J. (1976). Metasubjective problems of constructive cognition: Forms of knowing and their phsychological mechanism. Canadian Psychological Review, 17(2), 110-125.
56. Pascual-Leone, J. (1980). Constructive problems for constructive theories: The current relevance of Piaget’s work and a critique of information-processing simulation psychology. In R. Kluwe and H. Spada (Eds.), Developmental models of thinking (pp. 263-296) New York: Academic Press.
57. Pascual-Leone, J. (1983). Growing into human maturity: Toward a metasubjective theory of adulthood stages. In P. B. Baltes & O. G. Brim (Eds.), Life-span development and behavior (Vol. 5, pp. 117-156). New York: Academic Press.
58. Pascual-Leone, J. (1984). Attentional, dialectic, and mental effort: Toward an organismic theory of life stages. In M. L. Commons, E. A. Richards, & C. Armon (Eds), Beyond formal operations: Late adolescent and adult cognitive development (pp. 182-215). New York: Praeger.
59. Pascual-Leone, J. (1987). Organismic processes for neo-Piagetian theories: A dialectical causal account of cognitive development. International Journal of Psychology, 22,531-570.
60. Pascual-Leone, J. (1989). An organismic process model of Wilkin’s field dependence-independence. In T. Globerson & T. Zelniker (Eds.), Cognitive style and cognitive development (pp. 3-70). Norwood, NJ: Ablex.
61. Pascual-Leone, J. (1990a). An essay on wisdom: Toward organismic processes that make it possible. In R. J. Sternberg (Ed.), Wisdom: Its nature, origins, and development (pp. 24-278). Cambridge, England: Cambridge University Press.
62. Pascual-Leone, J. (1990b). Reflections on life-span intelligence, consciousness, and ego development. In C. N. Alexander & E. Langer (Eds.), Higher stages of human development. Perspectives on adult growth (pp. 258-285). New York: Oxford University Press.
63. Pascual-Leone, J. (1991). Emotions, development, and psychotherapy: A dialectical-constructivist perspective. In J. Safran & L. Greenberg (Eds), Emotion, psychotherapy and change (pp. 302-335). New York: Guilford.
64. Pascual-Leone, J., & Baillargeon, R. (1994). Developmental measurement of mental attention. International Journal of Behavioral Development, 17(1), 161-200.
65. Pascual-Leone, J., & Goodman, D. (1979). Intelligence and experience: A neo-Piagetian approach. Instructional Science, 8, 301-367.
66. Pascual-Leone, J., & Ijaz, H. (1989). Mental capacity testing as a form of intellectual-developmental assessment. In R. Samuda, S. Kong, J. Cummings, J. Pascual-Leone, & J. Lewis (Eds), Assessment and placement of minority students: A review for educators (pp. 143-171). Toronto: Hogrefe International.
67. Pascual-Leone, J., & Irwin, R. R. (1994a). Noncognitive factors in high-road/low-road learning: I. Modes of abstraction in adulthood. Journal of Adult Development, 1(2), 73-89
68. Pascual-Leone, J., & Irwin, R.. (1994b). Noncognitive factors in high-road/low-road learning: II. The will, the self, and modes of instruction in adulthood. Journal oi Adult Development, 1(3), 153-168.
69. Pascual-Leone, J.. & Johnson, J. (1991). The psychological unit and its role in task analysis. A reinterpre-tation of object permanence. In M. Chandler & M. Chapman (Eds.), Criteria for competence: Controversies in the assessment of children’s abilities(pp. 153-187). Hillsdale, NJ: Lawrence Erlbaum Associates.
70. Pascual-Leone, J., & Johnson, J. (In press). A dialectical constructivist view of representation: Role of mental attention, executives, and symbols. In I. E. Sigel (Ed), The development of representational thought: Theoretical perspectives.Mahwah, NJ: Lawrence Erlbaum Associates.
71. Pascual-Leone, J. & Mora, S. (1991). Horizontality of water level: A neo-Piagetian review. Advances in Child Development and Behavior, 23,231-276.
72. Piaget, J. (1962). Will and action. Bulletin of the Menninger Clinic, 26,138-145.
73. Piaget, J. (1968). The construction of reality in the child(M.Cook, Trans.). London: Routledge &. Kegan Paul.
74. Piaget, J., & Garcia, R. (1974). Understanding causality(D. & M. Miles, Trans.). New York: Norton
75. Rachel, J. R. (1989). The social context of adult and continuing education. In S. B. Merriam & P. M. Cunningham (Eds), Handbook of adult and continuing education(pp 3-14). San Francisco: Jossey-Bass.
76. Reid, D. R., & Stirling, G. (1989). Cognitive social learning theory of control and aging, participatory control and the well-being of elderly persons. In P. S. Fry (Ed), Psychological perspectives of helplessness andcontrol in the elderly(pp. 217-258). Amsterdam: North-Holland.
77. Ricoeur, P (1967). Philosophy of will and action. InE. W. Straus & R. M. Griffth (Eds), Phenomenology of will and action(pp. 8-25). Pittsburgh: Duquesne University Press.
78. Riegel, K. (1973). Dialectical operations: The final period of cognitive development. Human Development, 16,346-370.
79. Salomon, G. & Perkins, D. (1989). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24(2),113-142.
80. Sartre, J. P. (1976). Critique of dialectical reason. Part one, theory of practical ensembles(A. Sheridan-Smith, Trans.) London: Verso. (Original work published 1960)
81. Scheler, M. (1961). Man’s place in nature(H. Meyerhoff, Trans.). Boston: Beacon Press.
82. Scheler, M. (1973). Selected philosophical essays(D. R. Lachterman, Trans.). Evanston, IL: Northwestern University Press. (Original work published 1957)
83. Siegler, I. C, & Gatz, M. (1985). Age patterns in locus of control In E. Palmore, E. W. Busse, G. L. Maddox, J. B. Nowlin, & I. C. Siegler (Eds.), Normal aging 111(pp. 259-267). Durham, NC: Duke University Press.
84. Silber, J. R. (1960). The ethical significance of Kant’s religion. In I. Kant (Ed.), Religion within the limits of reason alone(pp. LXXIX-CXXVII). New York: Harper & Row.
85. Singley, M. K., & Anderson, J. R. (1989). The transfer of cognitive skill.Cambridge, MA: Harvard University Press.
86. Sinnott, J. (1986). Prospective/intentional and incidental everyday memory: Effects of age and passage of time. Psychology and Aging,7(2), 110-116.
87. Six, J. E. (1989). The generality of the underlying dimensions of the Oddi Continuing Learning Inventory. Adult Education Quarterly.40(1), 43-51.
88. Stewart, L. & Pascual-Leone, J. (1992). Mental capacity constraints and the development of moral reasoning. Journal of Experimental Child Psychology, 54,251-287.
89. Tolman, E., & Bminswick, F. (1935). The organism and the causal texture of the environment. Psychological Review, 42, 434-477.
90. Vuyk, R. (1981). Overview and critique of Piaget’s genetic epistemology 1965-1980(Vols. 1-2). New York: Academic Press.
91. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes(M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds). Cambridge, MA: Harvard University Press
92. Wapner, S., & Demick, J. (Eds). (1991). Field dependence-independence: Cognitive style across the life span.Hillsdale, NJ: Lawrence Erlbaum Associates.
93. Zelinski, E. M., Gilewski, M., & Thompson, L. W. (1980). Do laboratory tasks relate to self-assessment of memory ability in the young and old? In L. W. Poon (Ed.), New directions in memory and aging: Proceedings of the George A. Talland Memorial Conference,(pp 519-544). Hillsdale, NJ: Lawrence Erlbaum Associates.