learning_theories:assimilation_theory
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learning_theories:assimilation_theory [2011/07/07 10:16] jpetrovic [Criticisms] |
learning_theories:assimilation_theory [2011/07/07 11:03] 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 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.]])). 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 which 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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| - | * "//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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| ===== What is assimilation theory? ===== | ===== What is assimilation theory? ===== | ||
| - | According to Ausubel, learner's cognitive structure and its development are central to learning. He defines **cognitive structure** as | + | Learning, according to Ausubel's theory, occurs through **development** of **new cognitive structures** that will hold newly acquired information. Cognitive structure, a central term in Ausubel's theory is |
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| + | * "//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.)) and it 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.)) | ||
| - | * "//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.)) | ||
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| 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. | 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. | ||
learning_theories/assimilation_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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