learning_theories:assimilation_theory
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learning_theories:assimilation_theory [2011/07/07 15:35] jpetrovic [What is assimilation theory?] |
learning_theories:assimilation_theory [2011/07/07 15:37] jpetrovic [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 | ||
| - | * "//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//"(([[http://rer.sagepub.com/content/31/5/500.extract|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//".(([[http://www.sciencedirect.com/science/article/pii/S0022066307633558|Ausubel, Robbins, & Blake. Retroactive inhibition and facilitation in the learning of school materials. Journal of Educational Psychology, 48, p267, 1957.]])) |
| 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.(([[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.]])) 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.(([[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.]])) 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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| 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. | 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.)) | + | * "//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.//"(([[http://books.google.com/books?id=17cdAAAAMAAJ|Ausubel, David P. Educational Psychology: A cognitive view. London: Holt, Reinhart, & Winston, 1968. p. 18.]])) |
| Another important and rather controversial part of Ausubel's theory are the **//advance organizers//**: introductory material presented before the learning material "//at a higher level of abstraction, generality, and inclusiveness//"(([[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1515323/|Ausubel, D. The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton. 1963.]])) than the learning material. Purpose of advance organizers is to help replace the missing concepts and bridge new material to learner's established cognitive structure.(([[http://books.google.hr/books?id=jHNmQgAACAAJ|Joyce, Bruce R., Marsha Weil, and Emily Calhoun. Models of teaching. Allyn and Bacon, 2000.]])) They help the learner realize where the new material fits in relation to the prior knowledge about the material and should not be confused with summaries or overviews which usually present key ideas of the material. | Another important and rather controversial part of Ausubel's theory are the **//advance organizers//**: introductory material presented before the learning material "//at a higher level of abstraction, generality, and inclusiveness//"(([[http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1515323/|Ausubel, D. The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton. 1963.]])) than the learning material. Purpose of advance organizers is to help replace the missing concepts and bridge new material to learner's established cognitive structure.(([[http://books.google.hr/books?id=jHNmQgAACAAJ|Joyce, Bruce R., Marsha Weil, and Emily Calhoun. Models of teaching. Allyn and Bacon, 2000.]])) They help the learner realize where the new material fits in relation to the prior knowledge about the material and should not be confused with summaries or overviews which usually present key ideas of the material. | ||
learning_theories/assimilation_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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