learning_theories:assimilation_theory
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision Next revision Both sides next revision | ||
|
learning_theories:assimilation_theory [2011/02/25 14:30] jpetrovic [What is assimilation theory?] |
learning_theories:assimilation_theory [2011/02/25 15:26] jpetrovic [What is assimilation theory?] |
||
|---|---|---|---|
| Line 14: | Line 14: | ||
| **Knowledge** is in assimilation theory organized hierarchically in a **pyramidal shape** where more **general ideas** and concepts appear **at the top** of the pyramid and get more and **more specific to the bottom** of it. **New knowledge is assimilated** in this hierarchy **by anchoring** to already existing more general concepts. The closer to the top of the pyramid an idea is, the more general it is and the longer is its life time. | **Knowledge** is in assimilation theory organized hierarchically in a **pyramidal shape** where more **general ideas** and concepts appear **at the top** of the pyramid and get more and **more specific to the bottom** of it. **New knowledge is assimilated** in this hierarchy **by anchoring** to already existing more general concepts. The closer to the top of the pyramid an idea is, the more general it is and the longer is its life time. | ||
| - | Ausubel distinguishes between //meaningful// and //rote learning//. **Meaningful learning** is learning that is well **anchored and integrated** in the cognitive structure. **Rote learning** on the other hand represents knowledge that **remains** unrelated and **unanchored to existing concepts** and is therefore easily forgotten. Meaningful learning won't occur unless the new ideas are presented in a clear way that enables their relating with other ideas, unless the learner already possesses those other ideas he can relate the new ones with and unless the learner actually makes an attempt to do so. If those conditions are satisfied, new ideas will remain anchored in his knowledge and if not, learning will remain rote. | + | Ausubel distinguishes between //meaningful// and //rote learning//. **Meaningful learning** is learning that is well **anchored and integrated** in the cognitive structure. It occurs when learner can find meaning in the information. **Rote learning** on the other hand represents knowledge that **remains** unrelated and **unanchored to existing concepts** and is therefore easily forgotten. Meaningful learning won't occur unless the new ideas are presented in a clear way that enables their relating with other ideas, unless the learner already possesses those other ideas he can relate the new ones with and unless the learner actually makes an attempt to do so. If those conditions are satisfied, new ideas will remain anchored in his knowledge and if not, learning will remain rote. |
| As a result of a successful meaningful learning, the **new idea** will remain **anchored** to a so called **subsumer**. That of course doesn't mean that the learned idea can't be forgotten: this process, referred to as //obliterative subsumption//, happens as more specific idea becomes less and less distinctive from its subsumer until it is finally said to be forgotten. | As a result of a successful meaningful learning, the **new idea** will remain **anchored** to a so called **subsumer**. That of course doesn't mean that the learned idea can't be forgotten: this process, referred to as //obliterative subsumption//, happens as more specific idea becomes less and less distinctive from its subsumer until it is finally said to be forgotten. | ||
| Line 20: | Line 20: | ||
| Another important and rather controversial part of Ausubel's theory are the **//advance organizers//**: introductory material presented "in advance of the learning material itself" and "at a higher level of abstraction, generality, and inclusiveness" than the learning material((Ausubel, 1963, p. 81)). Purpose of advance organizers is to **help replace the missing concepts** necessary for successful acquisition of new information by providing a link between the new material and the learner's established cognitive structure. Organizers help the learner realize where the new material fits in relation to the prior knowledge about the material. | Another important and rather controversial part of Ausubel's theory are the **//advance organizers//**: introductory material presented "in advance of the learning material itself" and "at a higher level of abstraction, generality, and inclusiveness" than the learning material((Ausubel, 1963, p. 81)). Purpose of advance organizers is to **help replace the missing concepts** necessary for successful acquisition of new information by providing a link between the new material and the learner's established cognitive structure. Organizers help the learner realize where the new material fits in relation to the prior knowledge about the material. | ||
| - | Advance organizers should be of greater help to students with less organized cognitive structures, since organized cognitive structures already possess developed anchoring ideas. Ausubel's organizers were in the form of sentences, paragraphs, or questions. However, they were different from overviews. His description of an overview was "a summary presentation of the principal ideas in a passage that is not necessarily written at a higher level of abstraction, generality, and inclusiveness, but achieves its effect largely by the simple omission of specific detail" (Ausubel, 1978, p. 252). Additionally overviews were not relatable to ideas and information the learner already knew. | + | Advance organizers should be of greater help to students with less organized cognitive structures, since organized cognitive structures already possess developed anchoring ideas. |
learning_theories/assimilation_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
