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nonspecifically or specifically relevant to the learning material" (Ausubel & Robinson, 1969, p. 146). Similarly, a comparative organizer is used both to integrate as well as discriminate. It "integrate new ideas with basically similar concepts in cognitive structure, as well as increase discriminability between new and existing ideas which are essentially different but confusably similar" (Ausubel, 1968, p. 149).
349:"In contrast, expository organizers provide new knowledge that students will need to understand the upcoming information" (Woolfolk et al., 2010, p. 289). Expository organizers are often used when the new learning material is unfamiliar to the learner. They often relate what the learner already knows with the new and unfamiliar material—this in turn is aimed to make the unfamiliar material more plausible to the learner.
267:. Similar to Piaget's ideas of conceptual schemes, Ausubel related this to his explanation of how people acquire knowledge. "David Ausubel theorized that people acquire knowledge primarily by being exposed directly to it rather than through discovery" (Woolfolk et al., 2010, p. 288) In other words, Ausubel believed that an understanding of concepts, principles, and ideas is achieved through
376:"The most persuasively voiced criticism of advance organizers is that their definition and construction are vague and, therefore, that different researchers have varying concepts of what an organizer is and can only rely on intuition in constructing one-- since nowhere, claim the critics, is it specified what their criteria are and how they can be constructed" (Ausubel, 1978, p. 251).
286:, he says that "If had to reduce all of educational psychology to just one principle, would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly" (Ausubel, 1968, p. vi) Through his belief of meaningful learning, Ausubel developed his theory of advance organizers. However, Ausubel was a critic of
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Thirdly, critics also address the notion of advance organizers on whether they are intended to favor high ability or low ability students. However, Ausubel notes that "advance organizers are designed to favour meaningful learning.." (Ausubel, 1978, p. 255). Therefore, to question whether advance
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An example of a comparative organizer would be one used for a history lesson on revolutions. This organizer "might be a statement that contrasts military uprisings with the physical and social changes involved in the
Industrial Revolution" (Woolfolk et al., 2010, p. 289). Furthermore, one could
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Another example would be the concept of a right angle in a mathematics class. A teacher could ask students to point out examples of right angles that they can find in the classroom. By asking students to do this, it helps relates the students present knowledge of familiar classroom objects with the
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Another criticism of
Ausubel's advance organizers is that the critics often compare the idea of advance organizers with overviews. However, Ausubel has addressed that issue in saying that advance organizers differ from overviews "in being relatable to presumed ideational content in the learner's
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Actual examination of the research literature allegedly supportive of learning by discovery reveals that valid evidence of this nature is virtually nonexistent. It appears that the various enthusiasts of the discovery method have been supporting each other research-wise by taking in each other's
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In a response to critics, Ausubel defends advance organizers by stating that there is no one specific example in constructing advance organizers as they "always depends on the nature of the learning material, the age of the learner, and his degree of prior familiarity with the learning passage"
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is the concept of the
Darwinian theory of evolution. To make the Darwinian theory of evolution more plausible, an expository organizer would have a combination of relatedness to general relevant knowledge that is already present, as well as relevance for the more detailed Darwinian theory.
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An advance organizer is information presented by an instructor that helps the student organize new incoming information. This is achieved by directing attention to what is important in the coming material, highlighting relationships, and providing a reminder about relevant prior knowledge.
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In 1973, Ausubel retired from academic life and devoted himself to his psychiatric practice. During his psychiatric practice, Ausubel published many books as well as articles in psychiatric and psychological journals. In 1976, he received the
Thorndike Award from the American Psychological
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The main goal of comparative organizers is to activate existing schemas. Similarly, they act as reminders to bring into the working memory of what one may not realize is relevant. By acting as reminders, the organizer points out explicitly "whether already established anchoring ideas are
244:, conceptualizing death from the perspective of both Christian believers and non-believers, expressing his view that "the relevance and value of faith should certainly not be derogated or treated pejoratively, as atheists, agnostics, and rationalists tend to do."
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organizers are better suited for high or low ability students is unrelated as
Ausubel argues that advance organizers can be catered to any student to aid them in bridging a gap between what they already know and what they are about to learn.
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where he went on to complete a rotating internship at
Gouverneur Hospital, located in the lower east side of Manhattan, New York. Following his military service with the US Public Health Service, Ausubel earned his M.A. and Ph.D. in
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Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of
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laundry, so to speak, that is, by citing each other's opinions and assertions as evidence and by generalizing wildly from equivocal and even negative findings.
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Advance organizers make it easier to learn new material of a complex or otherwise difficult nature, provided the following two conditions are met:
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1. The student must process and understand the information presented in the organizer—this increases the effectiveness of the organizer itself.
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Ausubel, D., Novak, J., & Hanesian, H. (1978). Educational
Psychology: A Cognitive View (2nd Ed.). New York: Holt, Rinehart & Winston.
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In 1994, at the age of 75, Ausubel retired from professional life to devote himself full-time to writing. He then published four books:
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Ausubel, D. (1978). In defense of advance organizers: A reply to the critics. Review of
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133:(October 25, 1918 – July 9, 2008) was an American psychologist. His most significant contribution to the fields of
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He was born on
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Essentially, expository organizers furnish an anchor in terms that are already familiar to the learner.
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Ausubel, D.P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston.
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2. The organizer must indicate the relations among the basic concepts and terms that will be used.
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Ausubel, D. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.
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also compare common aspects of other revolutions from different nations.
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Ausubel distinguishes between two kinds of advance organizer:
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Ausubel, D.P. David Ausubel. Retrieved June 9, 2010, from
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current cognitive structure" (Ausubel, 1978, p. 252).
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School Learning: An Introduction To Educational Psychology
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School Learning: An Introduction To Educational Psychology
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453:http://www.davidausubel.org/
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732:E. L. Thorndike Award
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469:. iUniverse. (Preface).
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27:American psychologist
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808:John Bissell Carroll
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639:Ausubel, D. (1978).
176:Middlesex University
1113:G. Michael Pressley
1046:Richard C. Anderson
899:Richard C. Atkinson
848:J. P. Guilford
816:Robert L. Thorndike
276:meaningful learning
269:deductive reasoning
185:Columbia University
77:Columbia University
1271:Daniel L. Schwartz
1236:Joanna P. Williams
1129:Patricia Alexander
1121:Jacquelynne Eccles
998:Herbert Klausmeier
765:B. F. Skinner
686:Advance Organizers
491:. iUniverse. p. 46
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223:(2002), and
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734:recipients
656:References
330:expository
259:Influences
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1194:2013:
1186:2012:
1178:2011:
1170:2010:
1151:2009:
1143:2008:
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1079:2000:
1060:1999:
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1020:1994:
1012:1993:
1004:1992:
996:1991:
988:1990:
969:1989:
961:1988:
953:1987:
945:1986:
937:1985:
929:1984:
921:1983:
913:1982:
905:1981:
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870:1978:
862:1977:
854:1976:
846:1975:
838:1974:
830:1973:
822:1972:
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806:1970:
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779:1968:
771:1967:
763:1966:
755:1965:
747:1964:
620:
590:
539:
473:
200:Author
150:Family
111:Fields
99:(1977)
93:Awards
1254:2020s
1163:2010s
1072:2000s
981:1990s
890:1980s
799:1970s
740:1960s
392:Notes
320:Types
251:Death
183:from
618:ISBN
588:ISBN
537:ISBN
471:ISBN
328:and
61:Died
42:Born
232:In
1289::
628:^
599:^
547:^
510:^
438:^
332:.
271:.
117:,
724:e
717:t
710:v
594:]
504:.
50:)
46:(
20:)
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