If we can study these thematic relationships, and understand how persons with disorders are interpreting and judging these relationships, then we can perhaps intercede in those interpretations and judgments by way of thematic relationships that help train people with disorders to respond differently, or to process the relationship in a way that treats them away from cognitive processes that impair them, and towards processing these relationships in ways that help them move forward as healthier adults with a higher or improved quality of life.
Thematic similarity relationships are worthy of further study in adults. There is much room for progress in this regard as an applied science, and we should strive to gain as much clinical and practical information about its usefulness as a therapeutic approach as possible.
Reference List
Cottrell, G. (1996). Proceedings...
Moreover, I would have expected a review of the past ten years of Adult Education Quarterly to reveal a dramatic increase in submissions related directly to the impact of technology on distance adult learning. As Taylor brings up the importance of international voices in the AEQ, educators are realizing the need for international curricula if not student bodies. What Taylor found in a 1989 to 1999 content analysis was
Adults With Learning Disabilities It has been estimated (Adult with Learning Disabilities) 1 that 50-80% of the students in Adult Basic Education and literacy programs are affected by learning disabilities (LD). Unfortunately, there has been little research on adults who have learning disabilities, leaving literacy practitioners with limited information on the unique manifestations of learning disabilities in adults. One of the major goals of the (Adult with Learning Disabilities) 1 National Adult Literacy
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