Adult Learning And Decision Making: An Integrated Theory

https://aalamsalon.com/8ttynpxpux Contents About the Authors Preface Chapter 1 Learning and Theory Introduction What is Learning? What is a Theory? References Chapter 2 General and Adult Learning Theories General Learning Theories Gestaltism Behaviorism Cognitivism Social Cognitivism Humanism Constructivism Blending Learning Theories Adult Learning Theories Is It Possible to Construct an Adult Learning Theory? Characteristics of Adult Learners Selected Adult Learning Theories Theories based on adult learner characteristics Theories based on adults’ life situation Theories based on changes in consciousness Comprehensive learning theories Gaps in Research on Adult Learning Key Premises of Our Theory Summary Appendix A: On the Shoulders of Giants Chris Argyris (1923–2013) and Donald Schon (1930–1997) Albert Bandura (1925–2021) David Boud Stephen Brookfield (1947–) Jeremy Bruner (1915–2016) John Dewey (1859–1952) Sigmund Freud (1856–1939) Knud Illeris (1939–) Malcolm Knowles (1913–1997) Abraham Maslow (1908–1970) Jack Mezirow (1923–2014) Jean Piaget (1896–1980) Carl Rogers (1902–1987) Ernst von Glasersfeld (1917–2010) Lev Vygotsky (1896–1934) References Chapter 3 Overview of the Theory Introduction Theory Development by Chapter Summary Chapter 4 The Nervous System The Nervous System and the Brain How the Nervous System Affects Learning Nature versus nurture The brain has neural plasticity A number of factors affect brain development Regions of the brain have specialized functions The brain has extensive interconnectivity Experiences are complex Memory is a key function of the brain Recovering memories is challenging Operation of the brain is affected by emotions The role of dopamine in motivation We can’t measure what is learned by simply observing the brain The brain is a social organ Attempts are being made to link neuroscience and learning The brain has two classes of systems for controlling behavior The Developing Field of Educational Neuroscience Neuromyths: Proceed with Caution Summary References Chapter 5 The Mental Set The Mind Categorizing the Domains of the Mind The Original Bloom’s Taxonomy The Modified Bloom’s Taxonomy Critiques of the Taxonomy The Mental Set Overview of the mental set Summary References Chapter 6 The Cognitive Domain Background What is cognition? What is metacognition? The Cognitive Domain Knowledge in the Cognitive Domain Cognition (Thinking Ability) Limitations of our Proposed List of Cognitive Processes Lower Order and Higher Order (Critical) Thinking The skills-based view The ethics-based view The civics-based view Implications for our learning theory How We Differ from Bloom’s Taxonomy Threshold Concepts Summary References Chapter 7 The Affective Domain Components of the Affective Domain Our Knowledge of Emotions Individual Emotions Motivation Psychoanalytic approaches Behaviorist approaches Humanist approaches Cognitive approaches Combined cognitive and affective approaches Goal setting and motivation GENERAL CONCLUSIONS ABOUT MOTIVATION AND LEARNING Managing Emotions Understanding One’s Emotional State and Its Source Managing One’s Emotional State Understanding the Emotions of Others and Their Source Managing The Emotional Interface with Others Personal emotional management in a social system Managing the emotions of others Relationships between the Cognitive and Affective Domains Emotion and motivation to learn Emotion and memory Emotion and problem solving Non-conscious aspects of emotions Summary References Chapter 8 Personality Traits and Learning The “Big Five” Personality Traits Source of Personality Traits Why are Personality Traits Important to Learning? Self-perceptive traits Summary References Chapter 9 Schemata and Mental Models Schemata The Evolution of the Idea of Schemata The Gestalt movement Bartlett and memory Jean Piaget Minsky’s frame theory Rumelhart and Ortony Anderson and Pearson Our View of Schemata What are schemata? What is the role of schemata? How are schemata activated? How many schemata do we have? How do schemata filter new information? What is the relationship between schemata and memory? What is the relationship between schemata and beliefs? What types of schemata are there? Do our schemata represent objective reality? What are the implications of schemata for learning? Are schemata shared between the self and others? Do schemata change? Can our schemata lead to negative results? Are we conscious of our schemata Values Mental Models What is a mental model? Mental models and decision making Mental models and underlying premises The difficulty of consistently employing our mental models Shared mental models The Special Case of Scripts Link between Cognitive Abilities and the Formation of Schemata and Mental Models Summary References Chapter 10 Experience and Experiential Learning Nature and Nurture What is an Experience? Experience defined Solitary experiences Interactive experiences Vicarious experience? Experiential learning The importance of quality of experience The importance of intent Experience relates to both the cognitive and affective domains Experience is a two-way street Impact of experience on schemata and mental models Experience and behaviorism Experiential Learning Theories and Models Dewey’s approach Kolb’s experiential learning theory The learning cycle Learning styles Critiques and extensions of Kolb’s theory The debate over learning styles Summary References Chapter 11 Reflection Background Where we are at this point The role of reflection in learning theories Ambiguities surrounding the nature of reflection A More Concise Definition of Reflection Relationship between Reflection and Critical Reflection The Basic Steps in Reflection in our Theory Develop awareness What do we become aware of? Why are some more aware than others? Shared experiences may lead to different awareness What stimulates awareness? Limitations on awareness Awareness can be enhanced Non-conscious awareness Awareness is associated with epistemic emotion Analyze the experience Comparison with the contents of the mental set Revision of the mental set Modification of actions Other Insights into Reflection Reflection is spontaneous Reflection occurs during and after an experience Mindfulness facilitates reflection There are different levels of reflection Reflection impacts both domains in the mental set Reflection involves understanding the perspective of others Learner characteristics influence the effectiveness of reflection Reflection is tied to social and physiological changes Reflection is related to unlearning Clarification of Critical Theory Versus Critical Reflection Reflection and Organizational Learning Summary References Chapter 12 Dialogue Ancient Scholars and Dialogue What is Dialogue? The Importance of Dialogue What Dialogic Learning is Not Participants in the Dialogue Dialogue with the self Two person dialogue Group dialogue Scholarly Views of Dialogue Vygotsky and dialogue Mezirow and dialogue Other Ways of Looking at the Role of Dialogue Factors Impacting Successful Dialogue Dialogue and Written Communication Summary References Chapter 13 Decision-Making Placing This Chapter in Perspective Behavioral and naturalistic decision theory Cognition and metacognition The importance of values Identifying the Nature of the Required Decision Problems versus decisions Scoping the problem (sensemaking) Selecting/Creating a Mental Model Meta Decision-making Selected decision processes Expected utility decision process Heuristic decision processes Habitual decision processes Random decision processes Case based decision processes Forecasting Potential Outcomes Making and Implementing the Decision Making a decision Implementing the decision Outcomes as an experience Impact of Affect on Decision Making Example: The effect of anger on decision-making Effect of anger on sensemaking Effect of anger on choice of mental model Effect of anger on forecasting outcomes Effect of anger on decision making and implementation Group Decision Making in Organizations Summary References Index