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learning_theories:assimilation_theory [2011/07/07 11:01] jpetrovic [General] |
learning_theories:assimilation_theory [2011/07/07 11:34] jpetrovic [What is assimilation theory?] |
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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 his theory is defined as the |
- | * "//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.)) | + | * "//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.)) |
- | 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. | + | As mentioned, **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. The closer to the top of the pyramid a concept is, the more general it is and the longer is its life time. New knowledge is **assimilated** in this hierarchy by **anchoring** to already existing more general concepts (so called //anchoring concept// or //anchoring site//). The //anchoring concept// is characterized by its availability, clarity, stability in the cognitive structure, relevance to and discriminability from concepts that are about to be learned. Characteristics of existing concepts (potential anchoring sites) define the overall characteristics of one's cognitive structure: if well organized, it 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. |
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- | **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//. | Ausubel distinguishes between //meaningful// and //rote learning//. |