This volume describes how well we maintain the knowledge we acquire throughout life. Research traditionally focuses on memory for events that are retained over short time periods that can be accommodated in experiments. This book, by contrast, uniquely describes the evolution of methods suitable for investigating memory of complex knowledge acquired over several years and retained during the entire life-span. The methods substitute statistical for experimental controls, and the investigations involve several hundred participants whose memory is tested up to 50 years after they acquired the knowledge in question. The book covers educational content, such as mathematics and foreign languages; knowledge acquired incidentally, such as the streets and buildings of the cities in which we live; and knowledge acquired through the media. Previously unpublished research on age-related access to knowledge is included. The analyses are based on the accessibility/availability ratio, a metric presented for the first time. This metric allows comparisons of the portion of available knowledge that can be recalled as a function of age, education and other individual differences, and as a function of the domain of knowledge in question. The ratio can be used to evaluate methods of instruction and methods of studying. It can also be used to evaluate memory development and to diagnose memory pathology. The volume will be of interest to researchers in human memory, developmental psychologists, gerontologists in academic and applied settings, and educators.

This volume describes how well we maintain the knowledge we acquire throughout life. Research traditionally focuses on memory for events that are retained over short time periods that can be accommodated in experiments. This book, by contrast, uniquely describes the evolution of methods suitable for investigating memory of complex knowledge acquired over several years and retained during the entire life-span. The methods substitute statistical for experimental controls, and the investigations involve several hundred participants whose memory is tested up to 50 years after they acquired the knowledge in question. The book covers educational content, such as mathematics and foreign languages; knowledge acquired incidentally, such as the streets and buildings of the cities in which we live; and knowledge acquired through the media. Previously unpublished research on age-related access to knowledge is included. The analyses are based on the accessibility/availability ratio, a metric presented for the first time. This metric allows comparisons of the portion of available knowledge that can be recalled as a function of age, education and other individual differences, and as a function of the domain of knowledge in question. The ratio can be used to evaluate methods of instruction and methods of studying. It can also be used to evaluate memory development and to diagnose memory pathology. The volume will be of interest to researchers in human memory, developmental psychologists, gerontologists in academic and applied settings, and educators.

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Essential Papers on the Psychology of Aging contains the classic papers on the period of human development that begins with young adulthood and ends with old age and death. Including material on theory and methodology; basic psychological processes; personality and social psychology; and clinical, applied, and health psychology, the volume presents the best work published in the field, from classic papers to cutting-edge research. Contributors to the volume include P. B. Baltes, J. E. Birren, W. E. Henry, K. F. Riegel, K. W. Schaie, D. Arenberg, H. P. Bahrick, L. K. Hall, D. B. Bromley, D. M. Burke, L. L. Light, N. Charness, F. I. M. Craik, J. McDowd, J. C. Foster, G. A. Taylor, J. G. Gilbert, J. L. Horn, R. B. Cattrell, H. E. Jones, H. S. Conrad, H. C. Lehman, C. C. Miles, W. R. Miles, A. E. D. Schonfield, E. A. Robertson, K. Sward, A. T. Welford, P. T. Costa, R. R. McCrae, B. L. Frederickson, L. L. Carstensen, D. Gutmann, J. S. Jackson, L. M. Chattters, R. J. Taylor, R. Kastenbaum, N. Kogan, M. E. Lachman, G. Bavouvie-Vief, M. De Voe, D. Bulka, M. F. Lowenthal, C. Haven, R. Schulz, M. M. Baltes, S. Honn, E. M. Barton, M. Orzech, D. Lago, F. M. Carp, M. F. Elias, N. R. Schultz, M. A. Robbins, P. K. Elias, R. L. Kahn, S. H. Zarit, N. M. Hilbert, G. Niederehe, J. K. Kiecolt- Glaser, R. Glaser, E. C. Shuttleworth, C. S. Cyer, P. Ogrocki, C. E. Speicher, B. Simon, M. A. Lieberman, S. S. Tobin, V. N. Prock, G. M. McEvoy, W. F. Cascio, S. A. Murrell, S. Himmelbarb, B. L. Neugarten, R. J. Havighurst, C. D. Ryff, K. W. Schaie, S. L. Willis, F. Scogin, L. McElreth, and L. W. Thompson.

Senior Citizens enter an unchartered territory at eligible age to be called so. Understanding of its various aspects and relevant intricacies would not only enhance preparedness but also give confidence to tackle eventualities. It has been attempted to include articles in the book “Life After 60- A guide” so as to covers all relevant aspects with unfolding of their flow affecting them as a person ages. Knowing rules and arena of any game enhances flavour and add to its enjoyment. After going through the book, the same feeling is going to hit the readers.

There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.

Basic researchers unlock the secrets of nature; applied researchers unlock the means by which those secrets of nature can change people's lives. Neither basic nor applied research has an independent impact. These volumes examine the convergence of basic and applied research in the field of memory. Volume 1: Theory and Context, focuses on the methods for understanding and applying basic memory theory, while Volume 2: Practical Applications, expands the understanding of practical memory research by providing in-depth research examples and findings. If the science of memory is to make a significant contribution to society, coordinating our basic and applied efforts and determining how they complement each other become of paramount importance. These volumes will help in this regard--both as textbooks demonstrating how to investigate memory and apply basic memory theory, and as reference sources leading to a better understanding of certain problems in basic and applied memory research. Readers of these volumes will gain a thorough grasp of the way major themes relate to basic and applied research collaboration, how programmatic basic and applied research can be conducted on particular memory problems, and the manner in which basic and applied work in major problem areas has been incorporated into the field of memory. Both volumes present important information that will be indispensable to researchers and students alike.

This book links knowledge management literature and information systems research to explore the process of knowledge preservation within a community of practice. It contributes to existing literature in different ways. First, it provides a conceptualization of the “community knowledge preservation” process. In contrast to previous knowledge management research, knowledge preservation is thus viewed as a process in its own right rather than an integral part of knowledge creation and sharing. Furthermore, the book also investigates how communities of practice preserve knowledge, by identifying the main mechanisms and tools enabling members to select, store and actualize the explicit and tacit forms of collective knowledge. More in general, the book presents guidance on how to use communities of practice to ensure the preservation of knowledge in development processes, for individuals and organizations alike.