{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-MPPMK6YU/6dc337cd-b6ae-4776-803f-90120a2259d7/PDF","dcterms:extent":"2035 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-MPPMK6YU/6267364e-2122-4e54-a061-9c87951b33d9/TEXT","dcterms:extent":"58 KB"}],"edm:TimeSpan":{"@rdf:about":"1995-2025","edm:begin":{"@xml:lang":"en","#text":"1995"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-MPPMK6YU","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-D8TWJWPW"},{"@xml:lang":"sl","#text":"AS. Andragoška spoznanja"}],"dcterms:issued":"2011","dc:creator":"Kuran, Manuel","dc:format":[{"@xml:lang":"sl","#text":"letnik:17"},{"@xml:lang":"sl","#text":"številka:2"},{"@xml:lang":"sl","#text":"str. 44-58"}],"dc:identifier":["ISSN:1318-5160","COBISSID:1467494","URN:URN:NBN:SI:doc-MPPMK6YU"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Znanstvena založba Filozofske fakultete"},"dc:subject":[{"@xml:lang":"en","#text":"adult education"},{"@xml:lang":"sl","#text":"andragogika"},{"@xml:lang":"en","#text":"Andragogy"},{"@xml:lang":"en","#text":"cognition"},{"@xml:lang":"en","#text":"crystallized intelligence"},{"@xml:lang":"sl","#text":"izobraževanje odraslih"},{"@xml:lang":"sl","#text":"kognicija"},{"@xml:lang":"sl","#text":"kognitivne teorije"},{"@xml:lang":"en","#text":"learning styles"},{"@xml:lang":"en","#text":"Lifelong learning"},{"@xml:lang":"en","#text":"post-formal stage of cognitive development"},{"@xml:lang":"sl","#text":"učni stili"},{"@xml:lang":"sl","#text":"vseživljenjsko učenje"}],"dcterms:temporal":{"@rdf:resource":"1995-2025"},"dc:title":{"@xml:lang":"sl","#text":"Razumevanje učenja odraslih iz ranljivih skupin v okviru kognitivnih teorij učenja|"},"dc:description":[{"@xml:lang":"sl","#text":"In the mid-twentieth century cogntive learning theories appeared as a critisism of behaviourism, and were later replaced by constructivist and connectivist learning theories. In the last two decades psycohological research into cognition experienced a revival thanks to new methodological possibilities. This article brings a selection of research studies related to adult education in various ways: post-formal cognitive development stage, cognitive ageing, the meaning of crystallized intelligence in adulthood, and research into learning styles. The article proceeds with an account of research of literacy in vulnerable social groups and ends with a final chapter, which brings useful findings for researcher and adult education practitioners. In this article, the author has drawn from two separate sources. The first source are the professional premisses underlying conceptualization of multi-media contents, prepared by the Slovenian Institute for Adult Education within the framework of the project titled Literacy Development, and Assesment and Acknowledgement of Non-formal Learning between 2000-2011. The theoretical part of the underlying professional premises dealt, among other, with cogntive aspects of adult learning, which represent the basis of this article. The second source is the author's personal involvement in the field of cogntive psychology, or rather, in the field of cogntive sciences, in which today learning and education of vulnerable groups of adults is given only marginal consideration in research"},{"@xml:lang":"sl","#text":"Kognitivne teorije učenja so se v sredini prejšnjega stoletja uveljavile kot kritike behaviorizma, kasneje pa so jih izpodrinile konstrukcionistične teorije učenja. V zadnjih dveh desetletjih so zaradi novih metodoloških možnosti psihološke raziskave kognicije doživele preporod. V prispevku so predstavljene izbrane raziskave s področij, ki se na različne načine dotikajo izobraževanja odraslih: postformalna faza kognitivnega razvoja, kognitivno staranje, pomen kristalizirane inteligentnosti v odraslem obdobju in raziskovanje učnih stilov. Prispevek zaključujejo raziskave s področja pismenosti ranljivih družbenih skupin in sklepno poglavje, v katerem so poudarjena uporabna dognanja za raziskovalce in izobraževalce v praksi. Prispevek se vsebinsko napaja iz dveh ločenih virov. Prvi vir so Strokovne podlage za konceptualizacijo multimedijskih vsebin, ki so bile pripravljene na Andragoškem centru Slovenije v okviru projekta Razvoj pismenosti ter ugotavljanje in priznavanje neformalnega učenja od 2009 do 2011. Teoretični del strokovnih podlag je zajemal tudi kognitivne vidike učenja odraslih, ki so ogrodje pričujočega prispevka. Drugi vir je avtorjevo osebno udejstvovanje na področju kognitivne psihologije, bolje rečeno kognitivnih znanosti, kjer se še danes učenju in izobraževanju odraslih iz ranljivih skupin pripisuje marginalna raziskovalna vloga"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-MPPMK6YU","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-MPPMK6YU"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-MPPMK6YU/6dc337cd-b6ae-4776-803f-90120a2259d7/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Univerza v Ljubljani, Filozofska fakulteta, Znanstvena založba"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-MPPMK6YU/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-MPPMK6YU"}}}}