For a given learning task there is an acceptable behavior or response which is required for the goal to be achieved. When a real-world learning task is given to the adult learner, he goes through an initial process of trying to recognize the task either as a set of problems or as a whole problem. In this learning path he tries to see whether there is an exemplar to match the whole or part of the problem. If none readily comes to mind then a cue search will take place within the environment such that the proportion of information or entropy is reduced. The matching of the exemplar with the real-world learning task is not based on the identical equal (=) but on fuzzy equal (≏). The inferences are made up conjunctively which may include the linking of a subset of a universal set of discourse and another subset of a different level of hierarchy in another universal set of discourse so that it bears a certain relation with the goal. A certain subset may be pushed down and connectives may also be made co-ordinatedly, that is, it is conjoined on a lateral basis. The order of the linking may be done sequentially OR simultaneously thus exhibiting a characteristic capacity for processing information which is to be found in the human and not in the digital computer. Figure 1 shows a glimpse of a visual picture of how the information process works. With this form of logic the student tends to use the logical consequence of the conjunction of two premises, so that if the premises are represented by P1 and P2 and the conclusion C in the form (Pz • P2) ⊃ C, then this may read:
if all educated men are intellectuals and all teachers are educated men then all teachers are intellectuals.
The logic used by the adult learner is only one aspect of my work but the advantage of knowing how the adult actually learns what we want him to learn would be to bring the adult learner closer to the learning task, thus eliminating a lot of mismatching between instructional OR teaching tasks and the logic of the information processing in the adult learner. Moreover, by knowing how the adult learner actually learns, it would lead us to make better instructional design and improve teacher training, and reduce trial and error in the learning situation which is time-consuming.