learning_theories:assimilation_theory
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learning_theories:assimilation_theory [2011/07/07 11:57] jpetrovic [What is assimilation theory?] |
learning_theories:assimilation_theory [2011/07/07 12:02] jpetrovic [What is assimilation theory?] |
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| ===== What is assimilation theory? ===== | ===== What is assimilation theory? ===== | ||
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| 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 | 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 | ||
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| 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. | 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. | ||
| - | [[ http://cmapspublic2.ihmc.us/rid=1094487285248_442176581_5443/Ausubel%27s%20theory.cmap|{{ images:ausubel.jpg| 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.png| A visual representation of Ausubels theory. Image borrowed from: http://cmapspublic2.ihmc.us/... Click on the picture to follow the link. }}]] |
| Ausubel distinguishes between //meaningful// and //rote learning//. | Ausubel distinguishes between //meaningful// and //rote learning//. | ||
learning_theories/assimilation_theory.txt ยท Last modified: 2023/06/19 18:03 (external edit)
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