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--- learning_theories:assimilation_theory [2011/05/05 09:34]
jpetrovic [What is the practical meaning of assimilation theory?]
+++ learning_theories:assimilation_theory [2011/05/05 10:15]
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. 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
+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.]])). Learning, according to Ausubel's theory, occurs through **development** of **new cognitive structures** that will hold newly acquired information. Cognitive structure is
+  * "//hierarchically organized in terms of **highly inclusive concepts** under which are **subsumed less inclusive subconcepts** and informational data//".((Ausubel, Robbins, & Blake. Retroactive inhibition and facilitation in the learning of school materials. Journal of Educational Psychology, 48, p267, 1957.))
-  * "//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? =====
-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.
+According to Ausubel, learner's cognitive structure and its development are central to learning. He defines **cognitive structure** as
-**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.
+  * "//individual's organization, stability, and clarity of knowledge in a particular subject matter field at any given time//".((Ausubel, David P., and Donald Fitzgerald. Chapter V: Meaningful Learning and Retention: Intrapersonal Cognitive Variables. Review of Educational Research 31, no. 5: p500 -510. December 1, 1961.))
+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.
 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 presented. 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 be rote.
-  * **Rote learning** on the other hand represents knowledge that **remains** unrelated and **unanchored to existing concepts** and is therefore easily forgotten.
+  * **Rote learning** on the other hand represents knowledge that **remains unrelated** and unanchored to existing concepts and is therefore easily forgotten.
+Defined concept of meaningful learning leads to another key aspect of Ausubel's theory: prior knowledge. Since relating old and new knowledge is crucial for meaningful learning, prior knowledge or the existing ideas are the key enabler or restraint of what can be learned next.
+  * "//If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.//"((Ausubel, David P. Educational Psychology: A cognitive view. London: Holt, Reinhart, & Winston, 1968. p. 18.))
-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((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.
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 ===== What is the practical meaning of assimilation theory? =====
-Meaningful learning suggested by Ausubel's assimilation theory presents a valuable concept 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 concept 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.
 The concept of meaningful learning in context of Ausubel's theory has a few important implications for the instructional process:

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