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Handbook of Adult Development pp 23–41Cite as

Learning in Adulthood

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Part of the book series: The Springer Series in Adult Development and Aging ((SSAD))

Abstract

In recent years, a number of theories and frameworks have emerged that try to address both the potentials and limitations of effective cognitive and social functioning during the adult years (e.g., Baltes & Staudinger, 2000; Baltes, Staudinger, & Lindenberger, 1999; Hoyer & Rybash, 1994; Lemme, 1999; Rowe & Kahn, 1997; Seligman & Csikszentmihalyi, 2000; Staudinger & Pasupathi, 2000; Wapner & Demick, this volume). Such frameworks have aided the articulation of the characteristics of adult development by integrating observations that would otherwise have been disconnected pieces of a puzzle and less meaningful. In the study of adult cognitive development, for example, much of the available data and theory address the description and explanation of age-related cognitive decline. However, everyday observations and the results from some studies suggest that there are improvements or stability as well as declines in cognitive function during the adult years. The aim of the present chapter is to describe what is known about the potentials as well as limits of learning during the adult years.

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Authors and Affiliations

  1. Department of Psychology, Syracuse University, Syracuse, New York, 13244-2340, USA

    William J. Hoyer

  2. School of Psychology, Georgia Institute of Technology, Atlanta, Georgia, 30332, USA

    Dayna R. Touron

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Editors and Affiliations

  1. University of Massachusetts Medical School, Worcester, Massachusetts, USA

    Jack Demick

  2. Brandeis University, Waltham, Massachusetts, USA

    Carrie Andreoletti

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Hoyer, W.J., Touron, D.R. (2002). Learning in Adulthood. In: Demick, J., Andreoletti, C. (eds) Handbook of Adult Development. The Springer Series in Adult Development and Aging. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-0617-1_2

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