learning_theories:assimilation_theory
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learning_theories:assimilation_theory [2011/05/05 10:43] jpetrovic [Bibliography] |
learning_theories:assimilation_theory [2011/07/07 11:01] 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. 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 | + | 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 the 1960s. Ausubel was a cognitivist(([[http://books.google.hr/books?id=nNcoAO5Za9YC|Leonard, David C. Learning theories, A to Z. Greenwood Publishing Group, 2002.]]))(([[http://books.google.hr/books?id=hQD2p7DvpqAC|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 still 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.]])). Ausubel is concerned with developing a theory of meaningful verbal reception learning and related methods that will facilitate classroom learning(([[http://ir.lib.sfu.ca/bitstream/1892/5643/1/b12748419.pdf|Rossner, Vivian F. A description and critique of David P. Ausubel’s model of learning. Thesis (M.A. (Ed.)), Simon Fraser University, 1982.]])). |
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| + | Learning, according to Ausubel's theory, occurs through **development** of **new cognitive structures** that will hold newly acquired information. Since most school learning occurs through verbal reception, Ausubel's | ||
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| + | 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//".((Ausubel, Robbins, & Blake. Retroactive inhibition and facilitation in the learning of school materials. Journal of Educational Psychology, 48, p267, 1957.)) | ||
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| ===== Criticisms ===== | ===== Criticisms ===== | ||
| - | Critics of Ausubel's theory often reflect the fact that he doesn't describe construction of organizers so different researches provide different results of their efficiency. Ausubel's theory is also in most of its claims quite opposite of [[http://www.psych.nyu.edu/bruner/|Jerome Bruner]]'s [[instructional_design:discovery learning]]. | + | Critics of Ausubel's theory often reflect the fact that he doesn't describe construction of organizers so different researches provide different results of their efficiency(([[http://ir.lib.sfu.ca/bitstream/1892/5643/1/b12748419.pdf|Rossner, Vivian F. A description and critique of David P. Ausubel’s model of learning. Thesis (M.A. (Ed.)), Simon Fraser University, 1982.]])). Ausubel's theory is also in most of its claims quite opposite of [[http://www.psych.nyu.edu/bruner/|Jerome Bruner]]'s [[instructional_design:discovery learning]]. |
learning_theories/assimilation_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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