No one is too old to learn: Neuroandragogy - A theoretical perspective on adult brain functions and adult learning / Clive A. Wilson [print]

What is neuroandragogy? -- How this book is designed

New fields of study -- (1)Neuroscience -- (2)Cognitive neuroscience

The three most prominent parts of the brain -- (1)Cerebrum -- (2)Cerebellum -- (3)Brain stem -- Areas of special interest -- (1)Neurophysiology and learning -- (2)Neurodevelopment -- (3)Neuroplasticity -- (4)Neurogenesis

BRAIN PLASTICITY AND ADULT LEARNING.

EXPERIENCE AND ADULT LEARNING.

Memory -- Declarative memory -- (1)Episodic memory -- (2)Semantic recall -- (3)Other areas of age deficits in memory -- Procedural or nondeclarative memory -- Recall

Theoretical perspectives on intelligence and aging -- (1)The neurological definition of intelligence -- (2)Experience and intelligence -- (3)The biology of intelligence -- (4)Healthy older adults and IQ

Psychology -- (1)Psychology and psychological measurements -- Psychometrics, the measurement of intellegence -- (1)Research in adult intelligence and learning -- (2)Theories of fluid and crystallized intelligence -- (3)Manipulation of adult intelligence -- (4)Measuring adult intelligence with pedagogical instruments -- (5)Discussions in psychology

The roots of andragogy -- Andragogy and its development in Germany -- The birth of andragogy in Germany (1833) -- Andragogy in Russia (1885) -- Andragogy in Poland -- Andragogy in the Netherlands (1960) -- Andragogy in England (1960's) -- Andragogy in America (1926) -- The introduction of Andragogy to the U.S.

Difference in age -- Difference in brain development -- The graduation process -- (1)Loss of neurons -- (2)Weight loss -- (3)Cogitive decline -- (4)Shift of brain use -- (5)Change in blood flow -- (6)Age and memory

New research leads to new measures -- Former perspectives on adult learning theories -- New perspectives on adult learning theories -- (1)Adult learning defined -- Former perspectives on the adult learner -- New perspectives on the adult learner -- Former perspectives on adult intelligence -- New perspectives on adult intelligence -- New perspectives on psychometrics

Teaching towards brain health -- Adult educators must teach with an understanding of how new brain cells are formed and new memory created -- (1)Increasing brain cells -- (2)Encouraging memory -- Adult educators must teach to increase brain reserve -- Adult educators must include high frequency activities in the lesson plan -- Low frequency activities must be avoided.

NEUROANDRAGOGY, tells of new advances in brain research. Much of this new research confirms what teachers of adults have been saying for years. A very good example of this is that children and adults do not learn in the same way. The brain of the child does not reach new brain function and true maturity until age 21 and older. This is clearly seen when youths use their emotions to decide and not their executive brain as adults do.NEUROANDRAGOGY includes research that confirms ways adults can improve their IQ and sharpen their minds even into old age. This is possible because "brain plasticity" still occurs late in life. Even more interesting is the fact that we may even be able to experience neurogenesis (new brain cellgrowth) through life if we continue to learn new things and live within a brain stimulating environment.NEUROANDRAGOGY also makes the case for a possible delay of Alzheimer's disease by the activity of new learning (music, a new language, a new town et cetera) All this contributes to good brain health which improves on life itself.