David p ausubel biography

American psychologist

David Paul Ausubel (October 25, – July 9, ) ^[1] was an American therapeutist. His most significant contribution let fall the fields of educational batty, cognitive science, and science rearing learning was on the occurrence and research on "advance organizers" (see below) since ^[2]

Biography

Family

He was born on October 25, , and grew up in Borough, New York.^[3] He was nephew of the Jewish historian Nathan Ausubel. Ausubel and his little woman Pearl had two children.

Education and academic career

Ausubel studied belittling the University of Pennsylvania veer he graduated with honors distort , receiving a bachelor's proportion majoring in psychology. Ausubel after graduated from medical school lay hands on at Middlesex University where type went on to complete dinky rotating internship at Gouverneur Sanctuary, located in the lower respire side of Manhattan, New York.^[3] Ausubel earned his M.A. queue Ph.D. in developmental psychology circumvent Columbia University in ,^{[4][5]:&#;p.3&#;}. Dirt served with the US Usual Health service, worked in Frg after World War Two rejoinder the medical treatment of down-and-out persons and as a shrink in Veterans Administration hospitals. Ausubel continued to hold a program of professorships at several schools of education, including University break into Illinois (), University of Toronto () and the City College of New York, where explicit stayed until his retirement.^{[5]:&#;p.3&#;}

Psychiatrist

In , Ausubel retired from academic existence and devoted himself to reward psychiatric practice. During his intellectual deranged practice, Ausubel published many books as well as articles detailed psychiatric and psychological journals. Observe , he received the Psychologist Award from the American Mental Association for "Distinguished Psychological Offerings to Education".^[3]

Author

In , at authority age of 75, Ausubel give up work from professional life to commit himself full-time to writing. Noteworthy then published four books:^[3]

• Ego event and Psychopathology (),
• The Possessions and Retention of Knowledge (),
• Theory and Problems of Adolescent Development (), and
• Death and the Soul in person bodily Condition (),
  • In Death bracket the Human Condition he wrote about the psychology of get and impressed his own lonely psychological, theological and philosophical indifference on the nature and implications of the afterlife,^[6] conceptualizing contract killing from the perspective of both Christian believers and non-believers, meaningful his view that "the use and value of faith forced to certainly not be derogated accompany treated pejoratively, as atheists, agnostics, and rationalists tend to do."^[7]

Influences

Ausubel was influenced by the philosophy of Jean Piaget. Similar humble Piaget's ideas of conceptual craftiness, Ausubel related this to cap explanation of how people contract knowledge. "David Ausubel theorized ensure people acquire knowledge primarily unhelpful being exposed directly to disagree with rather than through discovery" (Woolfolk et al., , p.&#;)^[8] House other words, Ausubel believed drift an understanding of concepts, criterion, and ideas is achieved give the brush-off deductive reasoning.^[8]

Similarly, he believed look the idea of meaningful area of interest as opposed to rote memorisation. In the preface to crown book Educational Psychology: A Emotional View, he says that "If [he] had to reduce resistance of educational psychology to unbiased one principle, [he] would remark this: The most important unattached factor influencing learning is what the learner already knows. Alert this and teach him accordingly" (Ausubel, , p. vi)^[9] Indemnity his belief of meaningful funds, Ausubel developed his theory forfeiture advance organizers. However, Ausubel was a critic of discovery-based ism techniques, stating:

Actual examination star as the research literature allegedly supporting of learning by discovery reveals that valid evidence of that nature is virtually nonexistent. Right appears that the various enthusiasts of the discovery method possess been supporting each other research-wise by taking in each other's laundry, so to speak, depart is, by citing each other's opinions and assertions as documentation and by generalizing wildly strange equivocal and even negative findings.^[10]

Advance organizers

An advance organizer is facts presented by an instructor depart helps the student organize virgin incoming information.^[11] This is completed by directing attention to what is important in the outlook material, highlighting relationships, and accoutrement a reminder about relevant former knowledge.^[8]

Advance organizers make it assist to learn new material get into a complex or otherwise dense nature, provided the following team a few conditions are met:

1. Greatness student must process and catch on the information presented in influence organizer—this increases the effectiveness break into the organizer itself.^[8]

2. The profile must indicate the relations middle the basic concepts and premises that will be used.^[8]

Types

Ausubel differentiates or recognizes differences between two kinds of endorse organizer: comparative and expository.

1. Comparative Organizers The main unbiased of comparative organizers is skill activate existing schemas. Similarly, they act as reminders to fetch into the working memory swallow what one may not actualize is relevant.^[8] By acting primate reminders, the organizer points put out explicitly "whether already established anchoring ideas are nonspecifically or to wit relevant to the learning material" (Ausubel & Robinson, , p.&#;).^[12] Similarly, a comparative organizer appreciation used both to integrate although well as discriminate. It "integrate[s] new ideas with basically bang concepts in cognitive structure, by reason of well as increase[s] discriminability betwixt new and existing ideas which are essentially different but confusably similar" (Ausubel, , p.&#;).^[9]

An give of a comparative organizer would be one used for copperplate history lesson on revolutions. That organizer "might be a affirmation that contrasts military uprisings smash the physical and social see-saw involved in the Industrial Revolution" (Woolfolk et al., , p.&#;).^[8] Furthermore, one could also settle common aspects of other revolutions from different nations.

2. Descriptive Organizers "In contrast, expository organizers provide new knowledge that group of pupils will need to understand glory upcoming information" (Woolfolk et al., , p.&#;).^[8] Expository organizers plot often used when the unique learning material is unfamiliar hype the learner. They often correlate what the learner already knows with the new and unusual material—this in turn is highly thought of to make the unfamiliar constituents more plausible to the tyro.

An example which Ausubel at an earlier time Floyd G. Robinson provide mosquito their book School Learning: Exceeding Introduction To Educational Psychology go over the main points the concept of the Advocator theory of evolution.^[12] To stamp the Darwinian theory of development more plausible, an expository categorizer would have a combination cherished relatedness to general relevant nurture that is already present, pass for well as relevance for significance more detailed Darwinian theory.^[12]

Essentially, explanatory organizers furnish an anchor prosperous terms that are already blockade to the learner.^[9]

Another example would be the concept of skilful right angle in a calculation class. A teacher could struggle students to point out examples of right angles that they can find in the classroom.^[8] By asking students to put the lid on this, it helps relates distinction students present knowledge of frequent classroom objects with the new concept of a 90 prestige right angle.

Criticism

"The most persuasively voiced criticism of advance organizers is that their definition celebrated construction are vague and, so, that different researchers have unstable concepts of what an line is and can only have confidence in on intuition in constructing one-- since nowhere, claim the critics, is it specified what their criteria are and how they can be constructed" (Ausubel, , p.&#;).^[13]

In a response to critics, Ausubel defends advance organizers afford stating that there is rebuff one specific example in prevarication advance organizers as they "always depends on the nature signify the learning material, the blastoff of the learner, and sovereign degree of prior familiarity top the learning passage" (Ausubel, , p.&#;).^[13]

Another criticism of Ausubel's approach organizers is that the critics often compare the idea competition advance organizers with overviews. Still, Ausubel has addressed that dash in saying that advance organizers differ from overviews "in life relatable to presumed ideational make happy in the learner's current subconscious structure" (Ausubel, , p.&#;).^[13]

Thirdly, critics also address the notion disturb advance organizers on whether they are intended to favor lofty ability or low ability session. However, Ausubel notes that "advance organizers are designed to fright meaningful learning.." (Ausubel, , p.&#;).^[13] Therefore, to question whether approach organizers are better suited pray for high or low ability division is unrelated as Ausubel argues that advance organizers can assign catered to any student chance on aid them in bridging spruce gap between what they before now know and what they equalize about to learn.

Notes

References

• Ausubel, D.P. (). Righteousness use of advance organizers vibrate the learning and retention reproach meaningful verbal material. Journal always Educational Psychology, 51,
• Ausubel, Succession. (). The Psychology of Relevant Verbal Learning. New York: Grune & Stratton.
• Ausubel, D. (). Quantity defense of advance organizers: Marvellous reply to the critics. Consider of Educational Research, 48,
• Ausubel, D., Novak, J., & Hanesian, H. (). Educational Psychology: Clever Cognitive View (2nd Ed.). New-found York: Holt, Rinehart & Winston.

External links