Cognitive Development and Learning in Early and Middle Adulthood



The article gives a theoretical analysis of researches on cognitive development and learning in early and middle adulthood. It describes the differences in cognitions in early and middle adulthood and the specificity and organisation of educational process and learning activity. Main features of psychology of adult teaching and main scientific and methodological principles of learning organisation in adulthood are presented as well

General Information

Journal rubric: Developmental Psychology

For citation: Mikhailova O.B. Cognitive Development and Learning in Early and Middle Adulthood. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2007. Vol. 12, no. 2, pp. 34–41. (In Russ., аbstr. in Engl.)


1. Anan'ev B. G. Chelovek kak predmet poznaniya // Izbrannye psihologicheskie trudy. T.1. M., 1980.
2. Gershunskii B. S. Filosofiya obrazovaniya. M., 1998.
3. Zmeev S. I. Andragogika: osnovy teorii i tehnologii obucheniya vzroslyh. M., 2003.
4. Kraig G. Psihologiya razvitiya. SPb., 2000.
5. Markova A. K. Psihologiya professionalizma. M., 1996.
6. Maslou A. Motivaciya i lichnost'. M., 1998.
7. Monahov V. M. Tehnologicheskie osnovy proektirovaniya i konstruirovaniya uchebnogo processa. M., 1995.
8. Razvitie psihofiziologicheskih funkcii vzroslyh lyudei (srednyaya vzroslost') / Pod red. B. G. Anan'eva, E. I. Stepanovoi. M., 1977.
9. Stepanova E. I. Psihologiya vzroslyh – osnova akmeologii. SPb., 1995

Information About the Authors

O. B. Mikhailova, PhD in Education, Assistant professor, the head of the General Psychology chair, RUDN University, Moscow, Russia, e-mail:



Total: 4318
Previous month: 78
Current month: 24


Total: 2064
Previous month: 9
Current month: 2