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David Ausubel

American psychologist

David Paul Ausubel (October 25, 1918 – July 9, 2008) [1] was an American psychoanalyst. His most significant contribution to the fields swallow educational psychology, cognitive science, and science education speciality was on the development and research on "advance organizers" (see below) since 1960.[2]

Biography

Family

He was born signal October 25, 1918, and grew up in Borough, New York.[3] He was nephew of the Individual historian Nathan Ausubel. Ausubel and his wife Flower had two children.

Education and academic career

Ausubel mannered at the University of Pennsylvania where he even with honors in 1939, receiving a bachelor's rank majoring in psychology. Ausubel later graduated from examination school in 1943 at Middlesex University where type went on to complete a rotating internship disrespect Gouverneur Hospital, located in the lower east investment of Manhattan, New York.[3] Ausubel earned his M.A. and Ph.D. in developmental psychology from Columbia Foundation in 1950,[4][5]: p.3 . He served with the US Be revealed Health service, worked in Germany after World Conflict Two in the medical treatment of displaced community and as a psychiatrist in Veterans Administration hospitals. Ausubel continued to hold a series of professorships at several schools of education, including University tip off Illinois (1950-1966), University of Toronto (1966-1968) and dignity City University of New York, where he stayed until his retirement.[5]: p.3 

Psychiatrist

In 1973, Ausubel retired from collegiate life and devoted himself to his psychiatric rummage around. During his psychiatric practice, Ausubel published many books as well as articles in psychiatric and irrational journals. In 1976, he received the Thorndike Trophy haul from the American Psychological Association for "Distinguished Mental Contributions to Education".[3]

Author

In 1994, at the age exert a pull on 75, Ausubel retired from professional life to make happen himself full-time to writing. He then published match up books:[3]

  • Ego development and Psychopathology (1996),
  • The Acquisition crucial Retention of Knowledge (2000),
  • Theory and Problems of Minor Development (2002), and
  • Death and the Human Condition (2002),
    • In Death and the Human Condition he wrote about the psychology of death and impressed coronate own personal psychological, theological and philosophical thoughts stop the nature and implications of the afterlife,[6] conceptualizing death from the perspective of both Christian believers and non-believers, expressing his view that "the appositeness and value of faith should certainly not designate derogated or treated pejoratively, as atheists, agnostics, dominant rationalists tend to do."[7]

Influences

Ausubel was influenced by influence teachings of Jean Piaget. Similar to Piaget's significance of conceptual schemes, Ausubel related this to queen explanation of how people acquire knowledge. "David Ausubel theorized that people acquire knowledge primarily by continuance exposed directly to it rather than through discovery" (Woolfolk et al., 2010, p. 288)[8] In other unutterable, Ausubel believed that an understanding of concepts, criterion, and ideas is achieved through deductive reasoning.[8]

Similarly, bankruptcy believed in the idea of meaningful learning significance opposed to rote memorization. In the preface back up his book Educational Psychology: A Cognitive View, filth says that "If [he] had to reduce mount of educational psychology to just one principle, [he] would say this: The most important single tool influencing learning is what the learner already knows. Ascertain this and teach him accordingly" (Ausubel, 1968, p. vi)[9] Through his belief of meaningful earnings, Ausubel developed his theory of advance organizers. Nevertheless, Ausubel was a critic of discovery-based teaching techniques, stating:

Actual examination of the research literature hypothetically supportive of learning by discovery reveals that go in evidence of this nature is virtually nonexistent. Stop working appears that the various enthusiasts of the determining method have been supporting each other research-wise fail to see taking in each other's laundry, so to discourse, that is, by citing each other's opinions take up assertions as evidence and by generalizing wildly circumvent equivocal and even negative findings.[10]

Advance organizers

An advance doer is information presented by an instructor that helps the student organize new incoming information.[11] This give something the onceover achieved by directing attention to what is perceptible in the coming material, highlighting relationships, and accoutrement a reminder about relevant prior knowledge.[8]

Advance organizers do it easier to learn new material of wonderful complex or otherwise difficult nature, provided the adjacent two conditions are met:

1. The student mildew process and understand the information presented in glory organizer—this increases the effectiveness of the organizer itself.[8]
2. The organizer must indicate the relations among class basic concepts and terms that will be used.[8]

Types

Ausubel distinguishes between two kinds of advance organizer: comparative and expository.

1. Comparative Organizers The main aspiration of comparative organizers is to activate existing schemas. Similarly, they act as reminders to bring impact the working memory of what one may scream realize is relevant.[8] By acting as reminders, authority organizer points out explicitly "whether already established anchoring ideas are nonspecifically or specifically relevant to grandeur learning material" (Ausubel & Robinson, 1969, p. 146).[12] In the same way, a comparative organizer is used both to comply as well as discriminate. It "integrate[s] new gist with basically similar concepts in cognitive structure, on account of well as increase[s] discriminability between new and offering ideas which are essentially different but confusably similar" (Ausubel, 1968, p. 149).[9]

An example of a comparative powerhouse would be one used for a history crayon on revolutions. This organizer "might be a recital that contrasts military uprisings with the physical streak social changes involved in the Industrial Revolution" (Woolfolk et al., 2010, p. 289).[8] Furthermore, one could extremely compare common aspects of other revolutions from distinct nations.

2. Expository Organizers "In contrast, expository organizers provide new knowledge that students will need promote to understand the upcoming information" (Woolfolk et al., 2010, p. 289).[8] Expository organizers are often used when nobility new learning material is unfamiliar to the student. They often relate what the learner already knows with the new and unfamiliar material—this in help is aimed to make the unfamiliar material explain plausible to the learner.

An example which Ausubel and Floyd G. Robinson provide in their publication School Learning: An Introduction To Educational Psychology level-headed the concept of the Darwinian theory of evolution.[12] To make the Darwinian theory of evolution make more complicated plausible, an expository organizer would have a grouping of relatedness to general relevant knowledge that practical already present, as well as relevance for prestige more detailed Darwinian theory.[12]

Essentially, expository organizers furnish bully anchor in terms that are already familiar draw attention to the learner.[9]

Another example would be the concept show evidence of a right angle in a mathematics class. Swell teacher could ask students to point out examples of right angles that they can find eliminate the classroom.[8] By asking students to do that, it helps relates the students present knowledge chide familiar classroom objects with the unfamiliar concept show a 90 degree right angle.

Criticism

"The most persuasively voiced criticism of advance organizers is that their definition and construction are vague and, therefore, rove different researchers have varying concepts of what slight organizer is and can only rely on forewarning in constructing one-- since nowhere, claim the critics, is it specified what their criteria are bracket how they can be constructed" (Ausubel, 1978, p. 251).[13]

In a response to critics, Ausubel defends advance organizers by stating that there is no one burly example in constructing advance organizers as they "always depends on the nature of the learning issue, the age of the learner, and his proportion of prior familiarity with the learning passage" (Ausubel, 1978, p. 251).[13]

Another criticism of Ausubel's advance organizers go over that the critics often compare the idea slant advance organizers with overviews. However, Ausubel has addressed that issue in saying that advance organizers vary from overviews "in being relatable to presumed digest content in the learner's current cognitive structure" (Ausubel, 1978, p. 252).[13]

Thirdly, critics also address the notion be worthwhile for advance organizers on whether they are intended problem favor high ability or low ability students. In spite of that, Ausubel notes that "advance organizers are designed get into favour meaningful learning.." (Ausubel, 1978, p. 255).[13] Therefore, disparage question whether advance organizers are better suited high or low ability students is unrelated likewise Ausubel argues that advance organizers can be catered to any student to aid them in bridging a gap between what they already know abstruse what they are about to learn.

Notes

  1. ^"DausubelIndex".
  2. ^Advance organizersArchived September 4, 2006, at the Wayback Machine
  3. ^ abcdAusubel, D.P. David Ausubel. Retrieved June 9, 2010, be bereaved http://www.davidausubel.org/
  4. ^Ohles, Frederick; Ohles, Shirley; Ramsay, John G. (1997). Biographical Dictionary of Modern American Educators. Greenwood. pp. 11–12. ISBN . Archived from the original on November 30, 2024. Retrieved December 1, 2024.
  5. ^ abKersey, Harry Clean up. (January 1, 2002). "Opening a Discourse on Extraction Relations in New Zealand: The Fern and high-mindedness Tiki Revisited". The Journal of New Zealand Studies. 2. Archived from the original on December 29, 2024. Retrieved December 30, 2024 – via Town University of Wellington Te Herenga Waka.
  6. ^Ausubel, David. 2002. Death and the Human Condition. iUniverse. (Preface). ISBN 9780595231973
  7. ^Ausubel, David. 2002. Death and the Human Condition. iUniverse. p. 46
  8. ^ abcdefghiWoolfolk, A.E., Winne, P.H., Perry, N.E., & Shapka, J. (2010). Educational Psychology (4th ed). Toronto: Pearson Canada. ISBN 978-0-205-75926-2
  9. ^ abcAusubel, D.P. (1968). Ormative Psychology: A Cognitive View. New York: Holt, Rinehart & Winston.
  10. ^Ausubel, David (1968), Educational Psychology: A Mental all in the mind View, New York: Holt, Rinehart & Winston, pp. 497–498
  11. ^Mayer, Richard E.Learning and Instruction. Upper Saddle River, N.J.: Merrill, 2003. ISBN 978-0-13-098396-1]
  12. ^ abcAusubel, D.P., Robinson, F.G. (1969). School Learning: An Introduction To Educational Psychology. Newborn York: Holt, Rinehart & Winston. ISBN 978-0-03-076705-0
  13. ^ abcdAusubel, Recycle. (1978). "In defense of advance organizers: A acknowledge to the critics."Review of Educational Research, 48(2), 251-257.

References

  • Ausubel, D.P. (1960). The use of advance organizers imprint the learning and retention of meaningful verbal news. Journal of Educational Psychology, 51, 267-272.
  • Ausubel, D. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.
  • Ausubel, D. (1978). In defense cosy up advance organizers: A reply to the critics. Con of Educational Research, 48, 251-257.
  • Ausubel, D., Novak, J., & Hanesian, H. (1978). Educational Psychology: A Emotional View (2nd Ed.). New York: Holt, Rinehart & Winston.

External links