The expansion of attitude research has been concurrent with the growth of the adult education movement. Most attitude research to date has focused on attitudes toward controversial issues but recent formulations of the nature of attitudes emphasize that they exist in functional interdependence with other attitudinal, motivational, and value components. The strength of an attitude and the needed external conditions for it to be expressed in action can be determined only by research. Attitudes have other dimensions than positive or negative--such as behavior, information level, time perspective, direction, and intensity. They differ systematically from one educational level to another. Attitudinal change does not rest on the basis of information itself; a more significant determinant is the nature and degree of the adult's ego-involvement. Research on attitude change has been structured in terms of the communicator, the stimulus or content, the audience predispositions, and the effects. In addition to these communications learning factors, the dimensions and correlates of attitudes should be considered. Significant studies are now being done with regard to group as well as individual correlates of attitudes. (sg)