Lifelong education, in which the learning process is continuous and unbroken, for the professional is discussed from the standpoint of obsolescence, its symptoms and causes, and present efforts to cope with it. The concept of half-life is used to describe a professional's competence, and it is stated that the two factors that are most prominent in hastening professionalrpbsol scence are the rate of change and the addition of new dataC d owledge. Two examples of coping with teacher obsolescence, in Japan and Great Britain, are briefly described: 'It is believed that psychologists possess specific skills by which they can contribute to continuing education and, at the same time they may benefit by new employment opportunities in this field. These skills relate to: motivation, adult learning, measuring and assessing professional competence, the development and use of educational technology, counseling adults (mid-career change and interpersonal competence, external degree programs, and postgraduate residential programs for professionals), research in continuing education (learning, adult development, communications, and organizational behavior), innovative human service programs, group behavior and laboratory practice in group leadership, individual behavior, the psychology of learning, and learning theory. Four major national priorities for continuing education to which psychologists can make significant contributions are: program planning, leadership development, research development and high-priority items (child development, disadvantaged minorities, urban development, population explosion, alcohol and drug abuse, delinquency, violence, improved delivery of human services, and worker training). (DB) DubJ

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To research workers in personality measurement the advance of routine testing procedures in clinical psychology has seemed peculiarly sluggish. Whereas solid theoretical foundations have been found for an account of the normal personality structure in factor analytic terms (5, 6, 7) and a rich variety of new tests has been created (8, 9, 14), the clinicians have confined themselves to one or two “gadget” tests, conceived with no more explicit relation to personality structure than a patent medicine has to modern physiological principles. The present research aims to bring factor structure measurement in a clinical population into relation with that found in normals and to provide a first, reproducible, test battery covering at least a dozen factors for use in clinics able to give sufficient time for valid and reliable measures of the primary personality dimensions.

A review was undertaken which (A) divided the major learning theories currently adhered to into three approaches: 1. behaviorism, 2. neo-behaviorism, and 3. cognitivism; (B) summarized the central constructs of eight prominent learning theories; (C) delineated the explicit implications of each learning model for instruction and compared the theories along several dimensions; (D) presented an integrated discussion of the learning theories focusing on the instances in which these formulations are in agreement and disagreement; (E) reviewed three technologies of instruction: 1. Harvey, Hunt, and Schroder's conceptual systems approach, 2. Miller's process model, and 3. Dubin's updating model, and discussed their relevancy to instructional approaches to adult learning; (F) suggested topics for future investigation by adult education researchers.

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