Cognitive Growth Rather than Decline: Examining Highly Educated, Third Age Women's Learning

Autor/in	Zohar, Anat
Titel	Cognitive Growth Rather than Decline: Examining Highly Educated, Third Age Women's Learning
Quelle	In: International Journal of Lifelong Education, 42 (2023) 4, S.342-360 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zohar, Anat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2023.2215951
Schlagwörter	Females; Older Adults; Masters Degrees; Doctoral Degrees; Educational Attainment; Learning Processes; Memory; Cognitive Processes; Cognitive Development + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Älterer Erwachsener; Doctoral degree; Doktorgrad; Bildungsabschluss; Bildungsgut; Learning process; Lernprozess; Gedächtnis; Cognitive process; Kognitiver Prozess; Kognitive Entwicklung
Abstract	The aim of this study is to examine what learning capabilities and ways of learning may be possible for women in their third age. The study addresses cognitive aspects of real-life learning of older women who are experienced learners. Semi-structured interviews were conducted with 19 women aged between 60 and 81 who hold either a PhD or a MA. Despite reports of memory decline, the findings show that the interviewees perceive their current learning not only as not showing decline, but rather as of a better quality than the learning they had experienced in previous periods. Examples of the features used to describe the current quality of learning include: (a) improved learning strategies; (b) connecting prior conceptual knowledge to new learning processes as a way of making meaning and interpreting new knowledge; and, (c) the outcome of the learning processes is deep knowledge and understanding that may be applied for achieving practical goals. The findings show that in learning that is geared towards real-life needs and goals, the older women who participated in this study adopt active, deep learning, leading to generative knowledge. The implications of these findings for the pedagogies used in educational institutions for older adults are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01