“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 et al., 1978) David P. Ausubel Person DaviD P. Ausubel (1918 – 2008): American psychiatrist interesteD in cognitive theories of learning. Education: • Bachelor’s Degree in psychology from University of Pennsylvania • M.D. from MiDDlesex University MeDical School • Ph.D. in Developmental psychology from Columbia University Career: • ServeD in the military anD workeD for the U.S. Public Health Service • After his military service, he helD a series of professorships to practice psychiatry • Retired in 1973 to Devote his time to his own psychiatric practice anD acaDemic writing • Published many books and articles, most notably, Educational Psychology: A Cognitive View in 1968 (reviseD in 1978) anD The Acquisition and Retention of Knowledge: A Cognitive View in 1963 Ideas Best known for Assimilation Theory and use of advanced organizers. His theory, also calleD Theory of Meaningful Reception Learning or Meaningful Verbal Learning, focuseD on how stuDents learn large amounts of verbal/textual material in a school setting (not a laboratory setting). His primary focus was on reception of knowleDge anD not Discovery of it. He maDe a Distinction between meaningful learning anD rote learning. To be meaningful, information has to be assimilated into existing cognitive structures. Ausubel also believeD that to learn, iDeas haD to be broken Down into small pieces. Then, introduce the broaD concepts first anD use those generalities to builD later learning. This he calleD subsumption. (Kearsley, 2014) Ausubel is also creDiteD with the invention of advanced organizers. ADvanceD organiZers are ways to organiZe thoughts to prepare for new learning. They are introDuceD at the beginning of a lesson anD can be anything from a concept map, timeline, or metaphor, but they are NOT overviews or summaries. Types of Advanced OrganiZers: • Comparative – use prior knowleDge to make connections to new material (Schunk, 2013) Ex. Use a Venn Diagram to compare a concept you know to a new concept • Expository – supply stuDent with new knowleDge neeDeD for unDerstanding of the material presenteD through generaliZations or concept Definitions (Schunk, 2013); they provide an anchor for new material to be incorporateD into existing mental structures Ex. The outlines proviDeD for our reaDings in this class Theory Ausubel’s theories were research-based and supported by authentic classroom studies. or Research? In a 1960 study, Ausubel hypothesiZeD, “that the learning anD retention of unfamiliar but meaningful verbal material can be facilitateD by the aDvance introDuction of relevant subsuming concepts.” (p. 267) In this stuDy, he gave unDergraDuates a 2,500-worD passage on an unfamiliar topic anD testeD their knowleDge three Days later. Some of the stuDents receiveD this passage with an advanceD organiZer at the beginning anD others DiD not. Ausubel supporteD his claim that the advanceD organiZer helpeD stuDents retain the knowledge to apply it when they were later tested. In all his stuDies, he paiD particular care to keep the environment as close to a classroom experience as possible. (Ausubel, 1960) Kara Pantalena Theorist Presentation EDIT 704, Spring 2014 Influences Ausubel is a cognitive theorist. He was primarily concerneD with the acquisition of knowleDge and anD builDing of internal mental structures. He is saiD to be influenced by Jean Piaget who researcheD cognitive structures anD chilD Development. Wertheimer (Gestalt Theory), Bruner Similar (Spiral Learning MoDel), anD Bartlett (Schema) all contain commonalities with Ausubel’s ideas, all Theories dealing in how cognitive structures help learners “go beyond” the material. (Kearsley, 2014) Contribution While Ausubel DiD most of his work with undergraDuate students, the concepts he proposeD can be applieD across age groups. He helpeD to steer teaching anD learning away from behaviorism. Adults have a wiDer range of experiential knowleDge, so the use of aDvanceD organiZers woulD be valuable in an adult learning setting. Take Away 1) To best learn, new material must be integrateD with what the learner alreaDy knows. 2) Helps organiZe new iDeas. 3) This methoD helps with the acquisition of large amounts of material. 4) Use of his theory is not restricteD to formal learning settings, but shoulD also be useD for informal anD lifelong learning. Reflection Without realiZing it, I useD Ausubel’s Assimilation Theory in my own teaching anD learning. I woulD proviDe a briDge to previous learning to prep stuDents in thinking about what they woulD learn each day in class. When I can relate new material to something I alreaDy know, I remember it easier. Resources Ausubel, DaviD P. David P. Ausubel, MD, Ph.D. RetrieveD from: http://www.davidausubel.org/index.html. Ausubel, DaviD P. (1960). The Use of AdvanceD OrganiZers in the Learning anD Retention of Meaningful Verbal Material. Journal of Educational Psychology, 51 (5), 267-272. Ausubel, D. P. (1978). In Defense of Advance OrganiZers: A Reply to the Critics. Review of Educational Research, 48 (2), 251-257. Ausubel, D. P., Novak, J. D., Hanesian, H. (1978). Educational Psychology: A Cognitive View (2nd ed.). New York: Holt, Rinehart anD Winston. Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4), 50- 72. Kearsley, Greg. (2014). The Theory Into Practice Database: Subsumption Theory (David Ausubel). RetrieveD from http://InstructionalDesign.org. Schunk, Dale H. (2012). Learning Theories: An Educational Perspective (6th ed.). Boston: Pearson Education, Inc. Woolfolk, A. (2010). Educational Psychology (11th ed.). Upper SaDDle River, New Jersey: Pearson Education, Inc. Kara Pantalena Theorist Presentation EDIT 704, Spring 2014 + “If I had to reduce all of Ausubel David P. 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 et al., 1978) + So what do you already know? Cognitive theorists assert that learning occurs by developing internal mental structures. (Ertmer, 1993) They believe that learning is greatest when material can be related to established internal structures with meaningfulness and organization. (Schunk, 2013) + Ausubel, the Person • Born in 1918 in Brooklyn, NY (passed away 2008) • Education: o B.A. in Psychology from University of Penn in 1939 o M.A. in Experimental Psychology from Columbia University in 1940 o M.D. from Middlesex University in 1943 o Ph.D. in Psychology from Columbia University in 1950 • Career: o Joined military after his M.D., worked for U.S. Public Health Service with United Nations Relief and Rehabilitation Administration o Held a series of professorships until 1973 o Won E. L. Thorndike Award in 1977 o Practiced psychiatry and published for rest of career + Ausubel, the Publications 1. Ego Development and the Personality Disorders. Orlando, FL: Grune & Stratton, 1952. 2. Theory and Problems of Adolescent Development. Orlando, FL: Grune & Stratton, 1954. (German edition, 1968). (Portuguese edition. In press.) (2nd edition, 1977.) (Italian edition, 1968,) (2nd German edition, 1981). 3. Alcohol and Narcotic Drugs. Teachers' Manual (with W. B. Spalding). Springfield: Office of Superintendent of Public instruction, State of Illinois, 1957. 4. Theory and Problems of Child Development. Orlando, FL: Grune & Stratton, 1958. Revised edition (with E. V. Sullivan), 1970. (German edition, 1974.) (3rd edition, 1980.) 5. Drug Addiction: Physiological, Psychological, and Sociological Aspects. New York: Random House, 1958. 6. The Fern and the TIkli An American View of New Zealand National Character, Social Attitudes and Race Relations. Sydney, Australia: Angus & Robertson, 1960. Reissued by Holt, Rinehart & Winston (New York), 1965, and Christopher House (N. Quincy, MA), 1977. 7. Maori Youth. A Psychoethnological Study of Cultural Deprivation. Wellington, New Zealand: Price, Milburn, 1961. Reissued by HoIt, Rinehart & Winston (New York), 1965. Reissued by Christopher House (N. Quincy, MA), 1977. 8. The Psychology of Meaningful Verbal Learning. Orlando, FL: Grune & Stratton, 1963. (Italian edition, 1966.) 9. Readings in the Psychology of Cognition. (Co-editor with R. C. Anderson.) New York: Holt, Rinehart & Winston, 1965. 10. Learning Theory and Classroom Practice. Toronto: The Ontario Institute for Studies in Education, 1967. 11. Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston, 1968. (German edition, 1974.) (2nd edition, 1978.) (Spanish edition, 1977.) (2nd German edition, 1980.) (Italian edition, 1978.) (Portuguese edition, 1980.) (Romanian edition, 1981.) (2nd Spanish edition, 1982). 12. School Learning: An Introduction to Educational Psychology. (With Floyd C. Robinson.) New York: Holt, Rinehart & WInston, 1969. (British edition, 1971.) (Japanese edition, with A. Yoshida, 1984.) (Australian edition, 1972.) (Romanian edition, 1973.) 13. Reading. In School Learning. New York: Holt, Rinehart & Winston, 1969. (British edition, 1970.) (Australian edition, 1971.) …“Continued on next page” (davidausubel.org) THERE ARE A LOT. + His Theory: Assimilation Theory = an interaction of new information with existing