This document discusses different learning theories including Ausubel's theory of meaningful learning and schema theory. It describes meaningful learning as occurring when new information connects to existing knowledge in a substantive way. Schema theory proposes that knowledge is organized into schemata or frameworks, and that learning involves acquiring, modifying, and fine-tuning these schemata. The document also outlines Assimilation Theory and the concepts of derivative and correlative subsumption in organizing new information.
2. Ausubel’s Meaningful Reception
Reception Learning the educator will present the entirety of
what is to be learned to the learner in its final form.
(for example - direct teaching of math facts)
Discovery learning learners are required to rearrange a given
array of information, integrate it with existing cognitive
structure and reorganize or transform the integrated
combination in such a way as to create a desired end
product.
*Ausubel believes...this hardly constitutes an efficient primary means
of transmitting the content of an academic discipline*
(for example - mixing primary colored paints together to discover what they create)
Rote Learning a process in which the learner undergoes
verbatim memorization of information. In this style, the
learner makes no real connection between known
information and what has been memorized.
(for example - memorizing the pledge)
Meaningful Learning occurs when potentially meaningful
information is connected to what the learner already
knows in a non-arbitrary and substantive way.
(for example - teaching proper eating habits by using what students eat
“Meaning occurs when learners actively interpret their experiences using a certain internal cognitive operation”
3. Assimilation Theory
Derivative and Correlative Subsumption
· Subsumption - Attach new ideas and details in a subordinate fashion to the anchoring ideas already present.
· Derivative subsumption - Learning of new examples or cases that are illustrative of an established concept or previously
earned proposition.
· Correlative subsumption - Elaboration extension or modification of the previously learned concept or proposition by the
subsumption of the incoming idea
Superordinate and Combinatorial Learning
· Superordinate learning - Occurs through a synthesis of established ideas – a new inclusive proposition or concept is learned
under which already established ideas can be subsumed
· Combinational learning – A new idea is not relatable in a specific sense to an existing anchor but is generally relevant to a
broad background of information.
5. Schema Theory
1. Schema: organizing and orienting attitude that involves active
organization of past experiences.
“A data structure for representing the generic concepts
stored in memory.”
Ex: You go into a room. You sit down. You order something. You
wait. You pay. You leave.
What did you think of?
2. Schemata: packets of knowledge (like plays)
6. Schema Acquisition and Modification
1. Accretion: most common; learning facts;
based on comprehension/understanding
2. Restructuring: the creation of entirely
new schemata which replace old ones
3. Tuning: existing schemata serve as the
base for development of new ones; “fine
tuning”
7. References
Assimilation Theory. (n.d.). Retrieved September 22, 2015, from
http://teorije-ucenja.zesoi.fer.hr/doku.php?id=learning_th
eories:assimilation_theory
Driscoll, M. (2005). Psychology of learning for instruction (3rd
ed.). Boston: Pearson Allyn and Bacon.
Organization structure. (n.d.). Retrieved September 22, 2015,
from http://www.tra.gov.lb/Organization-structure
Picture References
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