Adult learning and decision making : an integrated theory / Fengli Mu, James E. Hatch.

Format:

Book

Author/Creator:

Mu, Fengli, author.

Hatch, James E., author.

Language:

English

Subjects (All):

Adult learning--Psychological aspects.

Adult learning.

Education--Decision making.

Education.

Physical Description:

1 online resource (287 pages)

Place of Publication:

Hackensack, NJ : World Scientific Publishing Company, [2023]

Summary:

"Up to date discussion of how and what adults learn incorporating latest research by neuroscientists, psychologists, sociologists, educators and teaching practitioners. Primarily utilizes a modern constructivist approach to learning. Provides an in-depth discussion of the nature of experience and experiential learning which is becoming increasingly popular as a teaching method. Highlights the nature and importance of reflection in learning. Highlights the nature and role of dialogue in learning. Shows the important link between decision making and learning"-- Provided by publisher.

Contents:

Intro

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)

Chapter 3 Overview of the Theory

Theory Development by Chapter

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

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

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

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

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

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

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

Chapter 11 Reflection

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

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

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

Index.

Notes:

Description based on print version record.

Other Format:

Print version: Mu, Fengli Adult Learning And Decision Making: An Integrated Theory

ISBN:

981-12-6184-9