3. Information that conflicts sharply with what is already held to be true, and thus forces a re-evaluation of the old material, is integrated more slowly.
4. Information that has little "conceptual overlap" with what is already known is acquired slowly.
5. Fast-paced, complex or unusual learning tasks interfere with the learning of the concepts or data they are intended to teach or illustrate.
6. Adults tend to compensate for being slower in some psychomotor learning tasks by being more accurate and making fewer trial-and-error ventures.
7. Adults have a propensity to take errors personally and are more likely to let them affect self-esteem. They also tend to apply tried-and-true solutions and take fewer risks.
8. The curriculum designer must know whether the concepts or ideas will be in concert or in conflict with the learner. Some curriculum must be designed to effect a change in belief and value systems.
9. Programs need to be designed to accept viewpoints from people in different life stages and with different value "sets."
10. A concept needs to be "anchored" or explained from more than one value set and appeal to more than one developmental life stage.
11. Adults prefer self-directed and self-designed learning projects over group-learning experiences led by a professional, they select more than one medium for learning, and they desire to control pace and start/stop time.
12. Nonhuman media such as books, programmed instruction and television have become popular with adults in recent years.
13. Regardless of media, straightforward how-to is the preferred content orientation. Adults mention a need for application and how-to information as the primary motivation for beginning a learning project.
14. Self-direction does not mean isolation. Researches of self-directed learning point out that self-directed project involve an average of 10 other people as resources, guides, encouragers and the like. However for the self-professed, self-directed learner, lectures and short seminars get positive ratings, especially when these events give the learner face-to-face, one-to-one access to an expert.
| 
