000			04584nam a22004097i 4500
001			on1347757531
003			OCoLC
005			20250107211429.0
008			221017s2006 xxu 000 0 eng d
040			_aSBI _beng _erda _cSBI _dOCLCL
020			_a9780595387663
035			_a(OCoLC)1347757531
049			_aSBIM
050			_LC5219.W557.N666 2006
100	1		_aWilson, Clive A, _eauthor
245	1	0	_aNo one is too old to learn: _bNeuroandragogy - A theoretical perspective on adult brain functions and adult learning / _cClive A. Wilson _hPR
260		1	_aLincoln, Nebraska : _biUniverse, _c(c)2006.
300			_axix, 179 pages : _billustrations ; _c22.7 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
505	0	0	_tWhat is neuroandragogy? -- _tHow this book is designed
505	0	0	_tNew fields of study -- _t(1)Neuroscience -- _t(2)Cognitive neuroscience
505	0	0	_tThe three most prominent parts of the brain -- _t(1)Cerebrum -- _t(2)Cerebellum -- _t(3)Brain stem -- _tAreas of special interest -- _t(1)Neurophysiology and learning -- _t(2)Neurodevelopment -- _t(3)Neuroplasticity -- _t(4)Neurogenesis
505	0		_aBRAIN PLASTICITY AND ADULT LEARNING.
505	0		_aEXPERIENCE AND ADULT LEARNING.
505	0	0	_tMemory -- _tDeclarative memory -- _t(1)Episodic memory -- _t(2)Semantic recall -- _t(3)Other areas of age deficits in memory -- _tProcedural or nondeclarative memory -- _tRecall
505	0	0	_tTheoretical perspectives on intelligence and aging -- _t(1)The neurological definition of intelligence -- _t(2)Experience and intelligence -- _t(3)The biology of intelligence -- _t(4)Healthy older adults and IQ
505	0	0	_tPsychology -- _t(1)Psychology and psychological measurements -- _tPsychometrics, the measurement of intellegence -- _t(1)Research in adult intelligence and learning -- _t(2)Theories of fluid and crystallized intelligence -- _t(3)Manipulation of adult intelligence -- _t(4)Measuring adult intelligence with pedagogical instruments -- _t(5)Discussions in psychology
505	0	0	_tThe roots of andragogy -- _tAndragogy and its development in Germany -- _tThe birth of andragogy in Germany (1833) -- _tAndragogy in Russia (1885) -- _tAndragogy in Poland -- _tAndragogy in the Netherlands (1960) -- _tAndragogy in England (1960's) -- _tAndragogy in America (1926) -- _tThe introduction of Andragogy to the U.S.
505	0	0	_tDifference in age -- _tDifference in brain development -- _tThe graduation process -- _t(1)Loss of neurons -- _t(2)Weight loss -- _t(3)Cogitive decline -- _t(4)Shift of brain use -- _t(5)Change in blood flow -- _t(6)Age and memory
505	0	0	_tNew research leads to new measures -- _tFormer perspectives on adult learning theories -- _tNew perspectives on adult learning theories -- _t(1)Adult learning defined -- _tFormer perspectives on the adult learner -- _tNew perspectives on the adult learner -- _tFormer perspectives on adult intelligence -- _tNew perspectives on adult intelligence -- _tNew perspectives on psychometrics
505	0	0	_tTeaching towards brain health -- _tAdult educators must teach with an understanding of how new brain cells are formed and new memory created -- _t(1)Increasing brain cells -- _t(2)Encouraging memory -- _tAdult educators must teach to increase brain reserve -- _tAdult educators must include high frequency activities in the lesson plan -- _tLow frequency activities must be avoided.
520			_aNEUROANDRAGOGY, 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. _cBack cover.
942			_cBK _h _m(c)2006 _QCC _x _8NFIC _w
994			_aC0 _bSBI
999			_c105388 _d105388
902			_a1 _bCynthia Snell _c1 _dCynthia Snell