learning_theories:assimilation_theory
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learning_theories:assimilation_theory [2011/03/29 14:59] jpetrovic [Read more] |
learning_theories:assimilation_theory [2011/05/04 16:16] jpetrovic [What is assimilation theory?] |
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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]] (see: [[learning_theories:Stage Theory of Cognitive Development]]) and considered at the time stil influential [[learning_paradigms:behaviorism&#behaviorist_learning_theories|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 |
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| + | * "//hierarchically organized in terms of **highly inclusive concepts** under which are **subsumed less inclusive subconcepts** and informational data//". | ||
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| + | Learning, according to Ausubel's theory, occurs through **development** of **new cognitive structures** that will hold newly acquired information. | ||
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| 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. | ||
| - | 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(([[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1515323/pdf/califmed00090-0067b.pdf|Ausubel, D. The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton. 1963.]])). 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, D. The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton. 1963.)). 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. 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.]])). | ||
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| [[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. }}]] | [[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. }}]] | ||
| + | Ausubel's ideas of human cognitive structures also served as a motivation for introducing [[instructional_design|concept mapping]] and similar instructional materials.(()) | ||
| ===== What is the practical meaning of assimilation theory? ===== | ===== What is the practical meaning of assimilation theory? ===== | ||
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| Meaningful learning suggested by Ausubel's assimilation theory presents a valuable method for educational process, in which **rote learning examples** can today be found more frequently. **Foreign language learning** often requires learning by heart numerous exceptions or grammatical structures (like German strong verbs). This rote learning would be easier and longer lasting in case of **connecting new material with already learned language concepts**. Link to known concepts (like a sentence with newly learned verb or a story composed of them) should be suggested by teachers but is often not easy to find so it remains ignored. | Meaningful learning suggested by Ausubel's assimilation theory presents a valuable method for educational process, in which **rote learning examples** can today be found more frequently. **Foreign language learning** often requires learning by heart numerous exceptions or grammatical structures (like German strong verbs). This rote learning would be easier and longer lasting in case of **connecting new material with already learned language concepts**. Link to known concepts (like a sentence with newly learned verb or a story composed of them) should be suggested by teachers but is often not easy to find so it remains ignored. | ||
| - | A successful **instructional process** is **dependent both on learner and teacher**. In order to fulfill meaningful learning requirements **learner has to have crucial higher level concepts** that will serve as anchoring sites (**subsumers**) or has to be provided with appropriate organizers. **The teacher** then first has to **present learning material in an organized and structured manner**, continue with sufficient amount of practice in form of applications of learned material in order to facilitate its assimilation. | + | A successful **instructional process** is **dependent both on learner and teacher**. In order to fulfill meaningful learning requirements **learner has to have crucial higher level concepts** that will serve as anchoring sites (**subsumers**) or has to be provided with appropriate organizers. **The teacher** then first has to **present learning material in an organized and structured manner**, continue with sufficient amount of practice in form of applications of learned material in order to facilitate its assimilation. Notice that this approach is more teacher centered. Ausubel referred to this process of teaching as //expository teaching// and //reception learning//, since the teacher "places" new ideas in context of learners cognitive structure. |
learning_theories/assimilation_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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