learning_theories:assimilation_theory
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learning_theories:assimilation_theory [2011/03/16 16:12] jpetrovic [General] |
learning_theories:assimilation_theory [2011/05/04 15:56] jpetrovic [General] |
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| - | Assimilation theory (sometimes referred to as //subsumption theory// or //theory of advance organizers//) is one of the [[learning_paradigms:cognitivism#learning_theories|cognitivist learning theories]] developed by an American educational psychologist [[http://www.davidausubel.org/|David Ausubel]] during 1960s. This theory offers an explanation of human cognitive structure and suggests ways instruction should be organized in order to facilitate meaningful learning. Cognitive structure is, in Ausubels words "//hierarchically organized in terms of **highly inclusive concepts** under which are **subsumed less inclusive subconcepts** and informational data//". Learning, according to Ausubel's theory, occurs through **development** of **new cognitive structures** that will hold newly acquired information. | + | Assimilation theory (sometimes referred to as //subsumption theory// or //theory of advance organizers//) is one of the [[learning_paradigms:cognitivism#learning_theories|cognitivist learning theories]] developed by an American educational psychologist [[http://www.davidausubel.org/|David Ausubel]] during 1960s. Ausubel was a cognitivist(([[http://books.google.hr/books?id=nNcoAO5Za9YC&printsec=frontcover&dq=Learning+theories,+A+to+Z&hl=hr&ei=g1jBTYLrHInpOYGHxJ0I&sa=X&oi=book_result&ct=book-preview-link&resnum=1&ved=0CCsQuwUwAA#v=onepage&q&f=false|Leonard, David C. Learning theories, A to Z. Greenwood Publishing Group, 2002.]]))(([[http://books.google.hr/books?id=hQD2p7DvpqAC&printsec=frontcover&dq=The+cognitive+revolution+in+educational+psychology&hl=hr&ei=LFnBTb2vOMuSOtzQwJ0I&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCgQ6AEwAA#v=onepage&q&f=false|Royer, James M. The cognitive revolution in educational psychology. IAP, 2005.]])) inspired by works of [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]] and considered at the time stil influential neo-behaviorist theories inadequate(([[http://www.lifecircles-inc.com/Learningtheories/constructivism/ausubel.html|Cooper, S. Theories of Learning in Educational Psychology: David Ausubel. Meaningful Verbal Learning & Subsumption Theory.]])). His theory offers an explanation of human cognitive structure and suggests ways instruction should be organized in order to facilitate meaningful learning. Cognitive structure is, in Ausubels words "//hierarchically organized in terms of **highly inclusive concepts** under which are **subsumed less inclusive subconcepts** and informational data//". Learning, according to Ausubel's theory, occurs through **development** of **new cognitive structures** that will hold newly acquired information. |
| ===== What is assimilation theory? ===== | ===== What is assimilation theory? ===== | ||
| - | Ausubel defines **cognitive structure**, the central term in his theory, as "//individual's organization, stability, and clarity of knowledge in a particular subject matter field at any given time//". The cognitive structure, if well organized, **enables faster learning** in terms of adding new ideas and structures to it and therefore is the key aspect of learning. If cognitive structure is unorganized or badly connected, the acquisition of new information will be more difficult. | + | According to Ausubel, learner's cognitive structure and its development are central to learning. He defines **cognitive structure** as "//individual's organization, stability, and clarity of knowledge in a particular subject matter field at any given time//". The cognitive structure, if well organized, **enables faster learning** in terms of adding new ideas and structures to it and therefore is the key aspect of learning. If cognitive structure is unorganized or badly connected, the acquisition of new information will be more difficult. |
| **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. | ||
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| Advance organizers should be of greater help to students with less organized cognitive structures, since organized cognitive structures already possess developed anchoring ideas. Organizers can be most productive when closely related topics or unitary topics need to be learned and when learners prior knowledge can be assessed. Advanced organizer can include various types of material like pictures, verbal descriptions, prequestioning techniques, and cultural background knowledge(([[http://www.jstor.org/pss/329009|Herron, C. An investigation of the effectiveness of using an advance organizer to introduce video in the foreign language classroom. Modern language Journal, 78, 190-197. 1994.]])). So far no significant differences in effects of this types of organizers have been reported(([[http://www.informaworld.com/smpp/content~content=a713757529~db=all|Togo, Dennis F. Topical sequencing of questions and advance organizers impacting students examination performance. Accounting Education, 11(3), 203-216. 2002.]])). | Advance organizers should be of greater help to students with less organized cognitive structures, since organized cognitive structures already possess developed anchoring ideas. Organizers can be most productive when closely related topics or unitary topics need to be learned and when learners prior knowledge can be assessed. Advanced organizer can include various types of material like pictures, verbal descriptions, prequestioning techniques, and cultural background knowledge(([[http://www.jstor.org/pss/329009|Herron, C. An investigation of the effectiveness of using an advance organizer to introduce video in the foreign language classroom. Modern language Journal, 78, 190-197. 1994.]])). So far no significant differences in effects of this types of organizers have been reported(([[http://www.informaworld.com/smpp/content~content=a713757529~db=all|Togo, Dennis F. Topical sequencing of questions and advance organizers impacting students examination performance. Accounting Education, 11(3), 203-216. 2002.]])). | ||
| - | [[http://cmapspublic2.ihmc.us/rid=1094487285248_442176581_5443/Ausubel%27s%20theory.cmap|{{ images:ausubel.jpg?620x350 | A visual representation of Ausubels theory. Image borrowed from: http://cmapspublic2.ihmc.us/... Click on the picture to follow the link. }}]] | + | [[http://cmapspublic2.ihmc.us/rid=1094487285248_442176581_5443/Ausubel%27s%20theory.cmap|{{ images:ausubel.jpg?866x434 | A visual representation of Ausubels theory. Image borrowed from: http://cmapspublic2.ihmc.us/... Click on the picture to follow the link. }}]] |
| ===== What is the practical meaning of assimilation theory? ===== | ===== What is the practical meaning of assimilation theory? ===== | ||
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| - | [[http://imet.csus.edu/imet10/281/docs/ivie_1998.pdf|Ivie, Stanley D. Ausubel's Learning Theory: An Approach To Teaching Higher Order Thinking Skills.(educational psychologist David Paul | + | [[http://imet.csus.edu/imet10/281/docs/ivie_1998.pdf|Ivie, Stanley D. Ausubel's Learning Theory: An Approach To Teaching Higher Order Thinking Skills.(educational psychologist David Paul Ausubel). High School Journal 82.1: 35(1). Expanded Academic ASAP. Thomson Gale. CSU Sacramento University Library. 13 October 2006.]] |
| - | Ausubel). High School Journal 82.1 (Oct 1998): 35(1). Expanded Academic | + | |
| - | ASAP. Thomson Gale. CSU Sacramento University Library. 13 Oct. 2006]] | + | |
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| [[http://aer.sagepub.com/content/17/3/400.abstract|Ausubel, D. P. Schemata, cognitive structure, and advance organizers: A reply to Anderson, Spiro, and Anderson. American Educational Research Journal, 17, p400-404. 1980.]] | [[http://aer.sagepub.com/content/17/3/400.abstract|Ausubel, D. P. Schemata, cognitive structure, and advance organizers: A reply to Anderson, Spiro, and Anderson. American Educational Research Journal, 17, p400-404. 1980.]] | ||
| - | [[http://cmapspublic2.ihmc.us/rid=1094487285248_442176581_5443/Ausubel%27s%20theory.cmap|Ausbell's assimilation theory (graphical overview)]] | ||
learning_theories/assimilation_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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