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This presentation explores some of the ways in which cognitive styles intersect with learning throughout the life span.
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Presented by Doreen D’Amico
Needs
Learn
Change
Learning Style
Preference
Motivation
Auditory Ability
Memory
Visual Ability
3 Months
Babies have recognition memory, i.e. toys
6 Years
Memory strategies begin, i.e. telling a story
Early Teens
Working memory evolves into storing and building
18-25 Years
Critical Thinking Develops Rapidly
22-35 Years
Full Brain Development
Occurs
25- 30 Years
Critical
Thinking
Peaks
Practical
(Sensible)
Personal
(Significant)
“Stickiness”
of
Information
Stabilizes
Thinking
Critical
1960
69.8 Years
2008
78.4 Years
2050
82.6 Years
Children
Kinesthetic Tactile Visual Auditory
Adolescents
College-age Freshmen
Abstract Approaches
College-age Seniors
Concrete Approaches
Traditional-age College Students
Kinesthetic
Hands-on experience
Listening
Reading
Non-traditional age College Students
Acquisition
• Birth through adolescence
• Acquiring basic learning abilities
Specialization• Early adulthood, formal education , career
training
• Primary time for forming style
Integration
• Mid-career to older adulthood
• Non-dominant styles develop
Approach a Problem
Learn a New Skill
Training & Retraining
Intellectual Stimulation
Social Connections
Hearing Loss
Higher Sound
Frequencies
Consonant Sounds
Distinguish Speech from
Background Noise
Loss of Visual Acuity
Inhibits Night
Driving
Inhibits Reading
Observed (MMPALT II)
Visual
Interactive
Interactive
Aural
Preferred (PMPS)
• Accommodator
• Feeling & Doing55-65
Years Old
• Diverger
• Feeling & Watching
66-74
Years Old
• Assimilator
• Thinking & Watching75 Years and Up
“People can change, and those changes –not just the accumulation of
information - represent true learning.”
(Bain, 2004).
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
Brown, B. F. (1984). A descriptive analysis of perceptual modality learning styles in older adults.(Unpublished doctoral dissertation.) Oklahoma State University, OK. OCLC Number: 19099190.
Manheimer, R.J. (2007). Allocating Resources for Lifelong Learning for Older Adults. In R.A.Pruchno & M.A. Smyer (Eds.), Challenges of an aging society: ethical dilemmas, political issues. (pp. 217-237). Baltimore, MD: The John Hopkins University Press.
Sprenger, M. B. (2007). Becoming a “Wiz” at brain-based teaching: How to make every yearyour best year. (2nd ed.). Thousand Oaks, CA: Corwin Press.
Truluck, J.E. & Courtenay, B.C. (1999). Adults. Educational Gerontology, 25. 221-236. doi: 0360-1277/99.
World Development Indicators, The World Bank. (2011) Retrieved from http://data.worldbank.org/data-catalog/world-development-indicators?cid=GPD_WDI.
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