1. Memory, Cognition, and the Brain Jacaueline A. Haynes CAHA 501 Adult Learning: Maturity Through Old Age Dr. Margaret Mbilizi Instructor June 3, 2006

2. Learning Process Memory, Cognition, and the Brain One view of adult education is tht learning is an internal process: it involves something happening inside of our brains. A majority of studies in the cognitive and neurobiological sciences have been done with children and there are very little studies with adults. Work with adults have been primily been in the area of memory and aging.

3. Human Memory Information Processing Sensory memory Long-term memory

4. Fear of memory loss is a common concern as people age As we age memory function decline. Sensory and working memory change in both vision and hearing. However, working memory is considered to be a potentially important mediator of the relations between age and cognition(Salthouse, 1992a, p. 39). One concept of slowing of the processing of information in older adults is they areunable to perform cognitive task while trying to remember information for later meory tasks

5. Long Term Memory Working memory deficits are more commonly found in long-term memory Changes in older versus younger learners: ♦Changes in encoding and acquisitionof maerial ♦Retrivial of information ♦Speed of processing ♦Few changes in storage or retention capacity of long- germ emory of the life span Real-Life Memories Fostering Memory Capacity and Skills

6. Knowledge Structures Declative Knowledge ♦Factual Knowledge that people can report or descrive Procedural knowledge ♦Performing tasks Prior Knowledge and Experience ♦Are improtant to the learning process ♦Important that educators be knowledgable of the amount of prior knowledge that an adult learner has in the area of insturction

7. Cognative Style and learning Style Everyone has a different of learning

8. Neurobiology and Learning Our Brain Is the principle regulator of emotions Influences the selection and clasification of experiences that is stored in long-term memory Processes the information that we incounter ♦Many conscious and unconscious actions occurs simultaneously ♦Information is stored and retrived when needed that is stored in long-term memory

9. Neurobiology and Learning Our Brain Connection to Learning ♦Learning is adulthood still requires a lot of research before researchers can make any real useful linkage that will affect large numbers os adults Concept one ♦There are still many questions among educators about the gap between theoretical knowledge and how the brain and related systems work and practical application of that knwledge

10. Merging Research from the Cognitive and Neurobiological Sciences By gaining a beter understanding of biological explanation of emotiona, attetional, and other physiological mechanisms that facilitate memory and learning, researchers should gain a better understanding about how the nimd works and adults learn. For those of us who are still thinking about research topics for our distertation, this is a great research topic.

11. Questions and Comments