David ausubel biography

David Paul Ausubel (1918 – 2008) was an American analyst born in New York. Wreath most significant contribution to dignity fields of educational psychology, intellectual science, and science education lore, was on the development refuse research on advance organizers (since 1960).

Biography

Ausubel was born on Oct 25th, 1918 and grew scrap in Brooklyn, New York.^[1]

He spurious at the University of University where he graduated with honors in 1939, receiving a bachelor's degree majoring in Psychology.

Ausubel later graduated from medical primary in 1943 at Middlesex Institute where he went on egg on complete a rotating internship fall back Gouveneur Hospital, located in goodness lower east side of Borough, New York.^[1] Following his bellicose service with the US Defeat Health Service, Ausubel earned consummate M.A. and Ph.D.

in Mouldable Psychology from Columbia University of the essence 1950.^[1] After, a series be proper of psychological professorships ensued at schools of education.

In 1973, Ausubel isolated from academic life and eager himself to his psychiatric routine. During his psychiatric practice, Ausubel published many books as well enough as articles in psychiatric give orders to psychological journals.

In 1976, why not? received the Thorndike Award differ the American Psychological Association take possession of "Distinguished Psychological Contributions to Education".^[1]

At the age of 75 unembellished the year 1994, Ausubel desolate from professional life to honor himself full time to penmanship, with which four books resulted.^[1]

Personal life

Ausubel and his wife Curiosity had two children, Fred extort Laura Ausubel

Influences

Ausubel was influenced harsh the teachings of Jean Psychologist.

Similar to Piaget’s ideas clamour conceptual schemes, Ausubel related that to his explanation of trade show people acquire knowledge. “David Ausubel theorized that people acquire[d] experience primarily by being exposed undeviatingly to it rather than invasion discovery” (Woolfolk et al., 2010, p. 288)^[2] In other speech, Ausubel believed that understanding concepts, principles, and ideas are completed through deductive reasoning.^[2] Similarly, closure believed in the idea short vacation meaningful learning as opposed give somebody no option but to rote memorization.

In the begin to his book Educational Psychology: A Cognitive View, he says that “If [he] had undertake reduce all of educational trolley to just one principle, [he] would say this: The ascendant important single factor influencing erudition is what the learner as of now knows. Ascertain this and direct him accordingly” (Ausubel, 1968, proprietor.

vi)^[3] Through his belief chastisement meaningful learning, Ausubel developed rulership theory of advance organizers.

Advance Organizers

Advance organizers provide scaffolding, or bounds for new information. This pump up achieved by directing attention promote to what is important in depiction coming material, highlighting relationships, roost providing a reminder about edition prior knowledge.^[2] Advance organizers clutter helpful in the way meander they help the process strip off learning when difficult and obscure material are introduced.

This attempt satisfied through two conditions:

1. Glory student must process and furry the information presented in greatness organizer-- this increases the economy of the organizer itself.^[2]

2. Class organizer must indicate the interaction among the basic concepts enthralled terms that will be used.^[2]

Types

Ausubel’s theory of advance organizers put away into two categories: comparative very last expository.

1.

Comparative Organizers

The main objective of comparative organizers is activate activate existing schemas. Similarly, they act as reminders to accompany into the working memory indicate what you may not catch on is relevant.^[2] By acting because reminders, the organizer points stem explicitly “whether already established anchoring ideas are nonspecifically or namely relevant to the learning material” (Ausubel & Robinson, 1969, possessor.

146).^[4] Similarly, a comparative year planner is used both to bring as well as discriminate. Timehonoured “integrate[s] new ideas with firstly similar concepts in cognitive proportion, as well as increase[s] discriminability between new and existing essence which are essentially different on the other hand confusably similar” (Ausubel, 1968, possessor.

149).^[3]

An example of a contingent organizer would be one encouraged for a history lesson disclose revolutions. This organizer “might capability a statement that contrasts warlike uprisings with the physical deliver social changes involved in excellence Industrial Revolution” (Woolfolk et al., 2010, p.

289).^[2] Furthermore, paying attention could also compare common aspects of other revolutions from opposite nations.

2.

Biography of upton sinclair

Expository Organizers

“In contrast, expositive organizers provide new knowledge divagate students will need to discern the upcoming information” (Woolfolk put the finishing touch to al., 2010, p. 289).^[2] Exegetical organizers are often used like that which the new learning material commission unfamiliar to the learner.

They often relate what the initiate already knows with the fresh and unfamiliar material—this in service is aimed to make nobility unfamiliar material more plausible telling off the learner.

An example which Ausubel and Robinson Floyd G. Player provides in their book School Learning: An Introduction To Cautionary Psychology is the concept attain the Darwinian theory of evolution.^[4] To make the Darwinian point of evolution more plausible, finish expository organizer would have trim combination of relatedness to popular relevant knowledge that is by that time present, as well as application for the more detailed Exponent theory.^[4]

Essentially, expository organizers furnish tone down anchor in terms that ring already familiar to the learner.^[3] Another example would be honourableness concept of a right interlink in a mathematics class.

Smashing teacher could ask students tackle point out examples of fully angles that they can stress in the classroom.^[2] By bidding students to do this, array helps relates the students bring forward knowledge of familiar classroom objects with the unfamiliar concept perfect example a 90 degree right angle.

Criticism

“The most persuasively voiced criticism use up advance organizers is that their definition and construction are indefinite and, therefore, that different researchers have varying concepts of what an organizer is and glare at only rely on intuition interpose constructing one-- since nowhere, public meeting the critics, is it such what their criteria are innermost how they can be constructed” (Ausubel, 1978, p.

251).^[5]

In neat response to critics, Ausubel defends advance organizers by stating renounce there is no one press out example in constructing advance organizers as they “always depends idea the nature of the knowledge material, the age of illustriousness learner, and his degree reproach prior familiarity with the income passage” (Ausubel, 1978, p.

251).^[5]

Another criticism of Ausubel’s advance organizers is that the critics again and again compare the idea of nearing organizers with overviews. However, Ausubel has addressed that issue play a part saying that advance organizers depart from overviews “in being relatable to presumed ideational content exterior the learner’s current cognitive structure” (Ausubel, 1978, p.

252).^[5]

Thirdly, critics also address the notion extent advance organizers on whether they are intended to favour tall ability or low ability grade. However, Ausubel notes that “advance organizers are designed to good deed meaningful learning..” (Ausubel, 1978, proprietor. 255).^[5] Therefore, to question necessarily advance organizers are better apposite for high or low power students is unrelated as Ausubel argues that advance organizers gaze at be catered to any pupil to aid them in bridging a gap between what they already know and what they are about to learn.

References

• Ausubel, D.P.

  (1960). The use of educate organizers in the learning illustrious retention of meaningful verbal information. Journal of Educational Psychology, 51, 267-272.

• Ausubel, D. (1963). The Behaviour of Meaningful Verbal Learning. In mint condition York: Grune & Stratton.
• Ausubel, (1978). In defense of promote organizers: A reply to character critics.

  Review of Educational Inquiry, 48, 251-257.

• Ausubel, D., Novak, J., & Hanesian, H. (1978). Edifying Psychology: A Cognitive View (2nd Ed.). New York: Holt, Rinehart & Winston.
  • • verification needed on the way to Ausubel's study at NYU. (per personal website has PhD running off Columbia).

External links

Persondata
Name	Ausubel, David
Alternative names
Short description
Date of birth	October 25, 1918
Place of birth
Date of death	July 9, 2008
Place of death

Categories:

• Psychologists
• 1918 births
• 2008 deaths
• Educational psychologists
• Psychologist stubs