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  • Izobraževanje in spominjanje v tretjem življenjskem obdobju = Education and memorising in the third age
    Krajnc, Ana, 1938-
    When the school system was striving for recognition, researchers were trying to demonstrate that the abilities to learn and to memorise decline once the formal schooling is completed. Today's ... information society, however, unlike the previous industrial society, dwells upon lifelong learning and education. As a result of it, researchers are growing more and more interested in the abilities to learn an memorise and other human abilities throughout man's life. Thus R. Sigeler has shown, that whenever an individual develops higher and more complex learning and memorising strategies, he or she abandons the less developped ones. Thus, learning is different and beyond comparison when one is a child, when one is 20, 40, 60 or 80 years old. Moreover, the ways of memorising are at a different age different and consequently can not be compared. R. B. Cattel has demonstrated that crystallised intelligence remainsunchanged till the age of 85. On the contrary, fluid intelligence, i.e.the ability to react quickly to new situations, gradually diminishes due to the individual's reference frame, which has become a more solid and more rigid way of perception. Moreover, Schaie, Hertzog, Baltes et all. have demonstrated, that solely longitudinal studies of abilities can be methodologically appropriate. Namely, these studies have shown that the abilitv to memorise does not decline with age. Social stereotypes about the elderly and their social status (social exclusion), however, have an impact onthe extent to which elderly people utilise their abilities, i.e. to what extent they utilize their ability to memorise.
    Vir: [Spomin : zbornik prispevkov] (Str. 111-123)
    Vrsta gradiva - prispevek na konferenci
    Leto - 2003
    Jezik - slovenski
    COBISS.SI-ID - 16958937

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