Author: Publisher: Ardent Media
ISBN:
Category :
Languages : en
Pages : 12
Book Description
The Use of Advance Organizers in the Learning and Retention of Meaningful Verbal Material
Author: Encyclopedia of the Sciences of Learning
Author: Norbert M. SeelPublisher: Springer Science & Business Media
ISBN: 1441914277
Category : Education
Languages : en
Pages : 3643
Book Description
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
Advance Organizers and the Enhancement of Meaningful Verbal Learning and Retention
Author: Paul Rochester MunfordPublisher:
ISBN:
Category : Verbal learning
Languages : en
Pages : 0
Book Description
The Acquisition and Retention of Knowledge: A Cognitive View
Author: D.P. AusubelPublisher: Springer Science & Business Media
ISBN: 9401594546
Category : Psychology
Languages : en
Pages : 227
Book Description
In 1963 an initial attempt was made in my The Psychology of Meaningful Verbal Learning to present a cognitive theory of meaningful as opposed to rote verbal learning. It was based on the proposition that the acquisition and retention of knowl edge (particularly of verbal knowledge as, for example, in school, or subject-matter learning) is the product of an active, integrative, interactional process between instructional material (subject matter) and relevant ideas in the leamer's cognitive structure to which the new ideas are relatable in particular ways. This book is a full-scale revision of my 1963 monograph, The Psychology of Meaningful Verbal Learning, in the sense that it addresses the major aforementioned and hitherto unmet goals by providing for an expansion, clarification, differentiation, and sharper focusing of the principal psychological variables and processes involved in meaningful learning and retention, i.e., for their interrelationships and interactions leading to the generation of new meanings in the individual learner. The preparation of this new monograph was largely necessitated by the virtual collapse of the neobe havioristic theoretical orientation to learning during the previous forty years; and by the meteoric rise in the seventies and beyond of constructivist approaches to learning theory.
The Effects of Advance and Post Organization on the Learning and Retention of Prose Material
Author: Leon C. YoungPublisher:
ISBN:
Category : Concept learning
Languages : en
Pages : 246
Book Description
Purpose of the Study The main purpose of this study was to determine the influence of the use of written advance organization, post organization or both advance/post organization on learners as compared to the use of non organization for the learning and retention of verbal, academic material. An additional interest was to determine the effect of the type of student using the various organizers at two different times of recall; immediate and retention three weeks following the initial learning experience. Procedure Eighty (80) subjects from each of three areas of study at Oregon State University participated in a learning experiment which utilized four levels of a written conceptual organizer. The four levels of organizer (i.e., advance, post, advance/post, and non organizer) established the four treatment groups used for each type of student. Students (116 female, 124 male) from teacher education, industrial education, and science majors in chemistry were presented appropriate verbal organizers prior to and/or following the learning of meaningful verbal material to determine whether learning and retention were enhanced. The post and non organizer groups received a non organizing, historical passage to study for eight minutes prior to reading a longer learning passage on the metallurgical properties of carbon steel. The advance and advance/post organizer groups received a concept building, background passage prior to reading the same learning passage. Following a twenty minute period allowed for reading the learning passage, the advance and non organizer groups received the historical, non organizing passage to study for an eight minute period. The post and advance/post organizer groups received the concept building, background passage for the same period of time. All subjects took the same criterion test consisting of thirtytwo (32) multiple choice questions immediately following the last stage of the experiment. No time limit was imposed and the subjects completed the test at their own speed. All subjects repeated the same test three weeks following the learning exercise for a measure of retention. The learner's score on the criterion test was determined by the number of correct responses. The materials used in the study were developed by and used with the permission of Dr. David P. Ausubel. The collected data were analyzed using the F statistic to determine if differences existed among the mean scores. Both the three-way analysis of variance and a multiple comparisons analysis were conducted. The Least Significant Difference test was utilized when comparisons showing significant differences contained more than two means. Conclusions The following conclusions were supported as a result of the study and are based upon the findings: 1. A written advance organizer effectively facilitated the learning and retention of meaningful verbal material. 2. Neither post nor advance/post organization significantly facilitated the learning and retention of meaningful verbal material for the sample as a whole. 3. Both advance and advance /post organization facilitated learning and retention significantly more than did non organization for industrial education subjects only. 4. The performance of different types of students using the same types of organizers as an aid to facilitate learning differed significantly. 5. The performance level of the different types of students did not persist for all four types of organizer.
Use of Advance Organizers with the Educable Mentally Retarded
Author: John T. NeisworthPublisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 214
Book Description
The Effect of Advance Presentation of Organizers on Complex Verbal Learning and Retention by Vocational Agriculture Students in New York State
Author: Nagalingam EthirveerasingamPublisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 212
Book Description
The Effect of an Advance Organizer on the Learning and Retention of Selected College Algebra Concepts
Author: Thomas Louie KerstenPublisher:
ISBN:
Category :
Languages : en
Pages : 454
Book Description
The Effects of Utilizing Verbal and Graphic Advance Organizers on Learning and Retention of an Aeronautical Concept
Author: Charles Edward RichardsonPublisher:
ISBN:
Category : Aeronautics
Languages : en
Pages : 374
Book Description
How Learning Works
Author: Susan A. AmbrosePublisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning